A Critical Approach to Humanizing Pedagogies in Online Teaching and Learning

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Autor/inn/en	Mehta, Rohit; Aguilera, Earl
Titel	A Critical Approach to Humanizing Pedagogies in Online Teaching and Learning
Quelle	In: International Journal of Information and Learning Technology, 37 (2020) 3, S.109-120 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mehta, Rohit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-10-2019-0099
Schlagwörter	Online Courses; Teaching Methods; Learning Processes; Vignettes; Ideology; Educational Philosophy; Humanism; Critical Theory; Teacher Attitudes; Inclusion; Instructional Design; Race; Barriers; Professional Autonomy; Social Differences; Power Structure; Educational History; Minority Serving Institutions; Asian American Students; Hispanic American Students; Access to Education; Students with Disabilities; Student Characteristics; Student Attitudes; Undergraduate Students; Computer Software; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Ideologie; Bildungsphilosophie; Erziehungsphilosophie; Humanismus; Kritische Theorie; Lehrerverhalten; Inklusion; Lesson concept; Lessonplan; Unterrichtsentwurf; Rasse; Abstammung; Berufsfreiheit; Sozialer Unterschied; History of education; Bildungsgeschichte; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Education; Access; Bildung; Zugang; Bildungszugang; Disability; Disabilities; Behinderung; Schülerverhalten; Computerkonferenz
Abstract	Purpose: In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach: The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings: Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications: While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value: The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01