This week’s readings:
From: Teaching to Transgress – by bell hooks – Introduction & chapter 1
From: An Urgency of Teachers: the Work of Critical Digital Pedagogy by Sean Michael Morris and Jesse Stommel
Foreword and Introduction
“Critical Digital Pedagogy: a Definition”
“A Guide to Resisting EdTech: the Case Against TurnItIn”
I got to select our FLC readings for this week and chose the essay “A Guide to Resisting EdTech: The Case Against TurnItIn” because it’s an area of digital pedagogy where critical pedagogy has had a significant impact on how I foster classroom community in my courses.
When I first started teaching my own courses in 2012, I’d heard of TurnItIn, but didn’t think about or use it because the university where I was teaching, Loyola Marymount, didn’t offer it. It wasn’t until I came to CSUDH that I was made aware of it. Plagiarism hadn’t ever been a problem in my classes. Instead, TurnItIn was sold to me as a way around Blackboard’s poor and limited grading annotation tools. Specifically, I’d been using Garage Band to record comments and emailing students the mp3 files. TurnItIn offered recordings of up to 3 minutes as one of its features.
So I had students submitting their work by uploading it to TurnItIn for three years without really thinking about it. When I did hear negative things about the company and its lack of respect for student copyright, I justified my continued use by rationalizing that I’d disabled archiving and wasn’t using the similarity check.… Read the rest
This is my current teaching philosophy (January 29, 2021). One of the goals of the Faculty Learning Community I’m leading this semester on critical digital pedagogy is for all of us to rethink and rewrite our documents.
U.S. Latina and Chicana feminist practice inform my classroom and research pedagogy, one of decolonialism and community building. Based on Gloria Anzaldúa’s conceptualization of mestiza consciousness, this transformative pedagogy proposes ways in which my students and I can enact a practice that tries to undo dualistic thinking, bringing their knowledge and experiences together with the course materials. In examining literature, films, and popular texts through close reading, I encourage my students to question notions of objectivity and to understand that we can and should hold a multitude of positions simultaneously, using this multiple positioning to inform our reading, writing, and thinking. This critical pedagogy practice of constant re- centering privileges students who have had nontraditional opportunities and experiences, encouraging them to create and support community both outside and within the classroom. In constructing courses, my classes reflect this critical pedagogy, focusing on radical kindness and fostering connections between students, enacting my belief in bell hook’s expansion theories of the classroom as a teaching community, creating a space of hope, care, and commitment. It’s also increasingly focused on my students and I collaboratively creating digital spaces where we can express enthusiasm and take pleasure in our community’s intellectual discoveries.
In the past two years I’ve experimented with using technology to bring students together so they can listen to and learn from each other.
… Read the rest
This Spring semester, as part of my work as an online teaching fellow, I’ve been asked to lead one of our campus groups of faculty working on a specific topic — what my campus calls “Faculty Learning Communities.” I got to propose a topic, so I proposed “critical digital pedagogy,” putting at our center bell hooks’ work Teaching to Transgress and Sean Michael Morris and Jesse Stommel’s An Urgency of Teachers.
The call included:
“If students live in a culture that digitizes and educates them through a screen, they require an education that empowers them in that sphere, teaches them that language, and offers new opportunities of human connectivity.”
“Occupy the Digital: Critical Pedagogy and New Media” – Pete Rorabaugh
This Faculty Learning Community will be a collaboration of teachers discussing digital pedagogy as a liberatory practice through self-reflection and public writing. We will center critical pedagogy, using it to discuss and evaluate our online classes and tools, and working to align our teaching philosophies with digital learning. We will do this through collectively reading bell hooks’ Teaching to Transgress and Sean Michael Morris and Jesse Stommel’s collection An Urgency of Teachers, using these writings to reflect on our Spring 2021 courses through writing weekly blog posts. We will experiment with digital tools both with our public writings and between ourselves with an eye toward including some of these tools in our future classes.
The deliverable for this FLC will be our revised teaching philosophies and our networked blogged reflections.
… Read the rest