Koseoglu, S., Veletsianos, G. & Rowell, C. (eds.) (2022) Critical Digital Pedagogy in Higher Education. Athabasca: Athabasca University Press

Principles: foundation

• Building upon Paulo Freire’s work
• Knowledge is co-created
• Knowledge is related/developed from lived experience
• Education (& technology) is inherently political

Aims: students able to do

• Students become critical thinkers
• Digital Learning environments develop equity and openness
• The learning process is achieved by a co-created flexible curriculum

Practices: examples

De Lacey, A. ‘Too Many Man…’: Using Digital Technology to Develop Critical Media Literacy and Foster Classroom Discourse

Padlet:

• Accessible digital interface
• Encourage student engagement (anonymous)
• To prepare/generate content for the lecture

Let the student body work on and solve abrasive/problematic comments through informed discussions in the classroom

Awareness of the educator’s own privilege