"This collection of essays explores the authors' work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy."--back cover.

The work of teachers is not just to teach. We are also responsible for the basic needs of students. Helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is exactly in keeping with Paulo Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.For the past ten years, Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here. This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

First published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Born into a world of horror, madness and chaos in 1973 to Debbie, a 23-year-old drug addicted prostitute and Howard, a 24-year-old addict and convict, Gregrhi Love grew up quickly with the Department of Children's Services becoming an active part of his life in 1974. With Howard in prison, the only father Gregrhi knew as a child was Bobby, his mother's pimp, drug dealer, and lover. In 1980, he was placed in his first foster home. While foster care was often horrifying, nothing compared to the daily near-death experiences he survived living in Father Panik Village with Bobby and Debbie. On May 23, 1980 his coerced testimony sent Debbie to prison. Now a grown man, Mr. Love uses his childhood traumas to change lives. Working as a teacher allows him to use the experiences of his life to help children who live in a similar world. His experiences give him a perspective most people do not have and knowledge that cannot be obtained from any textbook. There Is An Urgency explores these experiences in an effort to make others aware that people like him walk among us every day. There Is An Urgency is inimitable in that it juxtaposes Mr. Love's experiences as an adult, working with children in school and juvenile detention settings, with personal accounts of physical and sexual abuse from his childhood. There Is An Urgency to share this story of hard won hope and resilience after years of terrifying abuse by a real life monster.

How can education survive in a post-truth era full of alternative facts and a reality-TV star armed with nuclear codes and a Twitter account? We must recognize that teaching is political. Schools need to help students counter the social erosion of trust in knowledge. Preserving that trust, we have seen, can help preserve democracy.Trust, like politics, involves people. In their classes, people learn to see themselves as members of communities and also to engage the world around them. Schools have a responsibility to support students as they learn. With the rise of anger-fueled nationalism around the world, it is clear that caring for others has never been so vital.It is also clear that technology and capitalism will not solve education's problems. Social media companies promise connection but create echo chambers and conspiracy-mongering. Ed-tech companies promise insights and solutions while delivering surveillance and suspicion. Education must connect the personal to the technological-it can no longer afford to work offline. All teaching is necessarily hybrid.Pedagogy, people, and politics influence each other, and educators of all stripes have an opportunity-a responsibility-to build human connections with ethical technology.Gathering the voices of over two dozen progressive educators, this volume combines perspectives from across academia and around the globe. The authors in this book use critical digital pedagogy as a guide for navigating today's turbulent global political climate. Timely and accessible, Hybrid Teaching challenges higher education faculty and administrators to consider the political implications-and the political power-of teaching.

An inspiring account of teachers in ordinary circumstances doing extraordinary things, showing us how to transform education What School Could Be offers an inspiring vision of what our teachers and students can accomplish if trusted with the challenge of developing the skills and ways of thinking needed to thrive in a world of dizzying technological change. Innovation expert Ted Dintersmith took an unprecedented trip across America, visiting all fifty states in a single school year. He originally set out to raise awareness about the urgent need to reimagine education to prepare students for a world marked by innovation--but America's teachers one-upped him. All across the country, he met teachers in ordinary settings doing extraordinary things, creating innovative classrooms where children learn deeply and joyously as they gain purpose, agency, essential skillsets and mindsets, and real knowledge. Together, these new ways of teaching and learning offer a vision of what school could be—and a model for transforming schools throughout the United States and beyond. Better yet, teachers and parents don't have to wait for the revolution to come from above. They can readily implement small changes that can make a big difference. America's clock is ticking. Our archaic model of education trains our kids for a world that no longer exists, and accelerating advances in technology are eliminating millions of jobs. But the trailblazing of many American educators gives us reasons for hope. Capturing bold ideas from teachers and classrooms across America, What School Could Be provides a realistic and profoundly optimistic roadmap for creating cultures of innovation and real learning in all our schools.

Current educational policies, particularly in the United States, have swung so far in the direction of overtly politicized and decontextualized testing, that we are losing opportunities to support the imaginative and expressive capacities of a generation of children and adolescents with implications for our individual and collective health. Enter arts education and the healing arts as urgently needed remedies for this imbalance, to swing the pendulum of educational practices back to a place of balance and wholeness. Informed by an arts-based sensibility, this book explores how imaginative, creative, and artistic experiences can heal, and why we urgently need them at the heart of our educational discourses and practices. These chapters invite teachers, teacher educators, and therapeutic professionals to reclaim imaginative, arts-based experiences as central to the human conditions that they serve. The narratives and case studies included here are of interest for any arts-based qualitative research course as an example of narrative inquiry, and in arts and general education programs for their pedagogical implications. “As Blake invited us to find the world in a grain of sand and showed us how poetry could materialize this, so too these storytellers discover and shape their personal meanings in ceramic pots, paintings, poems, drama, and poetry. While the stories told here are deeply ingrained interior journeys, all reflect ways of observing and embracing the world of others, of becoming wise, becoming self, and becoming skilled practitioners of meaning making. By naming and framing they suggest that clarity becomes possible and personal freedom achieved.” – Judith M. Burton, Teachers College, Columbia (from the Foreword) “This anthology offers a substantial number of narratives that represent seeking wholeness, sustenance, and renewal. In many cases, the authors provide a tribute to those who have impacted their lives in profound ways. This is an important contribution to both art education and literary education in the world of scholarly research.” – Laurel H. Campbell, Purdue University

Are you ready to plan your best lessons ever? With so many demands and so much content available for teachers, we need to put a higher value on an often-overlooked skill: planning learning experiences that will both engage and inspire our students, by design, over time. Planning Powerful Instruction is your go-to guide for transforming student outcomes through stellar instructional planning. Its seven-step framework—the EMPOWER model—gives you techniques proven to help students develop true insight and understanding. You’ll have at your fingertips: the real reasons why students engage—and what you must do to ensure they do a framework to help you create, plan, and teach the most effective units and lessons in any subject area more than 50 actionable strategies to incorporate right away suggestions for tailoring units for a wide range of learners downloadable, ready-to-go tools for planning and teaching Whether you are a classroom teacher, an instructional leader, or a pre-service teacher, Planning Powerful Instruction will forever change the way you think about how you teach and the unique value you bring to your learners.

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

In this insightfully honest and moving memoir about the realities of teaching in an inner-city school, Ed Boland "smashes the dangerous myth of the hero-teacher [and] shows us how high the stakes are for our most vulnerable students" (Piper Kerman, author of Orange is the New Black). In a fit of idealism, Ed Boland left a twenty-year career as a non-profit executive to teach in a tough New York City public high school. But his hopes quickly collided headlong with the appalling reality of his students' lives and a hobbled education system unable to help them. Freddy runs a drug ring for his incarcerated brother; Nee-cole is homeschooled on the subway by her brilliant homeless mother; Byron's Ivy League dream is dashed because he is undocumented. In the end, Boland isn't hoisted on his students' shoulders and no one passes AP anything. This is no urban fairy tale of at-risk kids saved by a Hollywood hero, but a searing indictment of schools that claim to be progressive but still fail their students. Told with compassion, humor, and a keen eye, Boland's story is sure to ignite debate about the future of American education and attempts to reform it.