Looking Forward

Tying the Critical to the Digital in Pedagogical Practice

Authors

  • Rusa Jeremic GBC

DOI:

https://doi.org/10.56105/cjsae.v33i2.5638

Keywords:

Critical Pedagogoy, Digital Literacy, Critical Digital Pedagogy, Fake news

Abstract

 For 40 years, the Canadian Journal for the Study of Adult Education has been instrumental in promoting debate on critical pedagogy and sharing best practices in transformative education. In 2020, it became clear that we were in a new digital age, as the threat of the coronavirus resulted in a paradigmatic global shift in how we do “all the things.” This paper argues that it is no longer useful for critics to simply reject the digital through drawing three conclusions: (a) it is crucial to build the new with the old, by complimenting decades of critical pedagogical theorization; (b) the moment to deepen our critical analysis is a moment to accept the digital era in an “it’s here, it’s now—what’s next?” framework; and (c) articulating digital critical pedagogy as an approach about both doing—equipping learners with agility and fluency —and thinking—developing and applying a critical analytical social justice lens. Adopting critical digital pedagogy in contemporary democratic societies is vital to ensure future generations are not only digital but fluent and, importantly, critical. 

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Published

2021-11-10

How to Cite

Jeremic, R. (2021). Looking Forward : Tying the Critical to the Digital in Pedagogical Practice. Canadian Journal for the Study of Adult Education, 33(2). https://doi.org/10.56105/cjsae.v33i2.5638

Issue

Vol. 33 No. 2 (2021): CASAE's 40th Anniversary Special Edition

Section

Articles

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