Lessons On-(the)-Line Blended Learning and Pedagogy of (the) Digitally Oppressed

IF 0.1 0 ARCHAEOLOGY
R. Gairola
{"title":"Lessons On-(the)-Line\n Blended Learning and Pedagogy of (the) Digitally Oppressed","authors":"R. Gairola","doi":"10.30687/978-88-6969-529-2/002","DOIUrl":null,"url":null,"abstract":"In this essay, I explore the meanings and implications of blended learning in an era of global pandemic by extending Paulo Freire’s notion of a “pedagogy of the oppressed” into the digital milieu and COVID-19 era of the 21st century. In doing so, I critically meditate on how Freire’s cue is reformulated in the context of online teaching while situating questions about online learning in the context of the Blended Learning Online South Africa (BLOSA) project based at the University of Witwatersrand. I do so as a means for tracking how, in material practice, blended learning operates in the context of knowledge dissemination and postcolonial poverty.","PeriodicalId":40501,"journal":{"name":"Cartagine-Studi e Ricerche","volume":"01 1","pages":""},"PeriodicalIF":0.1000,"publicationDate":"2021-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cartagine-Studi e Ricerche","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30687/978-88-6969-529-2/002","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ARCHAEOLOGY","Score":null,"Total":0}
引用次数: 0

Abstract

In this essay, I explore the meanings and implications of blended learning in an era of global pandemic by extending Paulo Freire’s notion of a “pedagogy of the oppressed” into the digital milieu and COVID-19 era of the 21st century. In doing so, I critically meditate on how Freire’s cue is reformulated in the context of online teaching while situating questions about online learning in the context of the Blended Learning Online South Africa (BLOSA) project based at the University of Witwatersrand. I do so as a means for tracking how, in material practice, blended learning operates in the context of knowledge dissemination and postcolonial poverty.
数字压迫者在线混合式学习和教学法的经验教训
在本文中,我通过将保罗·弗莱雷的“被压迫者的教育学”概念扩展到21世纪的数字环境和COVID-19时代,探讨了混合学习在全球大流行时代的意义和影响。在此过程中,我批判性地思考了Freire的线索是如何在在线教学的背景下重新表述的,同时将在线学习的问题置于威特沃特斯兰德大学(University of Witwatersrand)的南非在线混合学习(BLOSA)项目中。我这样做是为了追踪混合学习在知识传播和后殖民贫困背景下如何在物质实践中运作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
0.70
自引率
66.70%
发文量
8
审稿时长
5 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信