Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs

Caruthers, Loyce; Friend, Jennifer

doi:10.1080/00131946.2013.866953

Cited by 25 publications

(21 citation statements)

References 22 publications

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“…For programs that take an explicitly critical focus like ours, we also are attuned to the challenges of online instruction to support social justice-focused learning experiences (e.g. Caruthers and Friend, 2014; Schneider and Smith, 2014; Wang and Torrisi-Steele, 2015). In particular, online instruction may perpetuate isolated, individualistic learning patterns antithetical to the dialogic interactions needed to problematize commonsense thinking, pedagogies, and power relations (Baran et al., 2011, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Critical hybrid pedagogies: A self-study inquiry into faculty practices in a blended Educational Leadership EdD program

Strom

Porfilio

2018

E-Learning and Digital Media

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In an educational context that includes an overarching neoliberal agenda and rapidly expanding inequalities that cross social, racial, class, linguistic, and gender lines, preparing educational leaders to promote social justice in educational systems is more urgent than ever. Framed by critical posthumanism, this self-study inquiry investigates the construction of hybrid teaching practices that foster the kind of authentic interaction needed to develop transformative leaders who are capable of challenging unjust social relationships in educational institutions. In our findings, we explore the ways the introduction of technology changed the nature of teaching, how we strengthened the connections between online and in-person coursework, describe the creative possibilities afforded by technology, and outline issues of social justice that surfaced during our analysis. The study highlights the professional learning of two Educational Leadership faculty in the area of online pedagogy and speaks to the promise of self-study as a rich way for faculty to engage in collaborative, transformative learning. The study holds the potential to help faculty improve their teaching practice as well as assist them to think deeply about how their subjectivities are mediated via various technologies.

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Section: Literature Reviewmentioning

confidence: 99%

Critical hybrid pedagogies: A self-study inquiry into faculty practices in a blended Educational Leadership EdD program

Strom

Porfilio

2018

E-Learning and Digital Media

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“…Plummer () integrates critical their and queer theory. Caruthers and Friend () bring critical inquiry to online learning and engagement. Crave, Zaleski, and Trent () emphasize the role of critical change in building a more equitable future through participatory program evaluation.…”

Section: Freirean Principlesmentioning

confidence: 99%

Pedagogical Principles of Evaluation: Interpreting Freire

Patton

2017

New Drctns Evaluation

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Pedagogy of evaluation entails examining how and what evaluation teaches. Embedded in different evaluation approaches are varying assumptions, values, premises, priorities, sense‐making processes, and principles. Elucidating and illuminating principles is fundamental to identifying and understanding a pedagogy of evaluation. Ten pedagogical principles from Paulo Freire's writings are identified and explained. Each principle is then examined for its relevance to a critical pedagogy of evaluation for evaluation theory and practice today and looking forward. Freire understood and taught us that all interactions between and among people are pedagogical, something is always being taught, conveyed, and proselytized. Extending this insight to evaluation, Freire's work reminds us that all evaluation approaches constitute a pedagogy of some kind. What any particular evaluation teaches and how it is taught varies, but evaluation is inherently and predominantly a pedagogical interaction. This leads to the concluding question: What is your pedagogy of evaluation?

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“…Others, however, suggest that critical online pedagogy is possible (Wang & Torrisi-Steele, 2015), and such pedagogy can become "a form of political intervention entangled in a broader project of transformation and social justice" (Caruthers & Friend, 2014, p. 15) if teachers deliberately utilize technology as a tool for dialectic transformation (Schneider & Smith, 2014). These researchers have suggested that such critical online pedagogies might include critically framed discussions and self-reflection (Wang & Torrisi-Steele, 2015), digital storytelling (Guajardo, Oliver, Valadez, Cantu, and Guajardo, 2011), and collaborative writing and coproduced texts (Caruthers & Friend, 2014).…”

Section: Online and Blended Learning In Higher Educationmentioning

confidence: 99%

“…Recent researchers have also raised questions regarding the capacity for online or hybrid instruction to support programs with an explicit aim of raising students' critical consciousness of educational issues such as schools' reproduction of societal inequalities (e.g., Caruthers & Friend, 2014;Schneider & Smith, 2014;Wang & TorrisiSteele, 2015). Some have argued that most teachers of online or hybrid courses continue to espouse more traditional teaching methods characterized by transmission models (Baran, Correia, & Thompson, 2011), which result in the perpetuation of teacher-student power imbalances (Baran, Correia, & Thompson, 2013) and promote learning as an individualistic endeavor (Schneider & Smith, 2014).…”

Section: Online and Blended Learning In Higher Educationmentioning

confidence: 99%

Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

Strom

Porfilio

Plough

2016

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This paper describes the first cycle of an action research study investigating the impact of new blended learning courses in a professional doctorate program, the results of which will inform future course planning and pedagogy. Specifically, core researcher-faculty members associated with the program were interested in understanding how a blended learning program impacted students' learning experiences. In our findings from this initial inquiry, we detail both constraining and enabling elements of the hybrid experiences provided to students. We also describe the revised action plan created from these findings to improve our ability to utilize the online portion of our doctoral coursework to meet our larger goals of preparing educational leaders to fight for issues of social justice in K-12 settings and beyond.

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Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs

Cited by 25 publications

References 22 publications

Critical hybrid pedagogies: A self-study inquiry into faculty practices in a blended Educational Leadership EdD program

Critical hybrid pedagogies: A self-study inquiry into faculty practices in a blended Educational Leadership EdD program

Pedagogical Principles of Evaluation: Interpreting Freire

Educating Educational Leaders in a Blended Professional Doctorate Program: An Initial Action Research Inquiry

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