{"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.
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。