Multilitteratus Incognitus

Back in September Maha Bali's post on Critical Pedagogy: Intentions and Realities hit the interwebs on the Hybrid Pedagogy site. It's something I've been thinking about writing an Online Edition from my own experiences teaching in an online environment.  It seems to be a bit slow on Connected Courses this week (at least as compared to last week, measured in blog posts), so this seems like a good opportunity to write a little about the topic. I should say that I haven't overtly thought about applying critical pedagogy to the classroom†. It is quite odd, if you really think about it because of where my academic foundations lay.  I am a graduate of the Applied Linguistics department at UMass Boston.  A department created and shepherded by Dr. Donaldo Macedo (those who know of Freire's work, also know Macedo). But we don't just have Donaldo in our department, we also have other scholars who move in the same circles as people like Henry Giroux, so to not have ove...

Well, last week of #rhizo14 and we're all pondering where to go from here, planning the next steps I guess.  Although I am getting the distinct feeling that participants are going through the stages of grief ;-)  In any case, the topic of this last week ties into enabling student independence, which was the topic of week 3, except that this week it feels more like kicking the birds out of the nest :) The other day, independent of rhizo14, I was having a conversation with one of my graduate assistants, who also happens to be in the graduate course I am teaching this semester (titled: The Design and Instruction of Online Courses ).  This, and #rhizo14, mixed and produced the following thought process, pondering, and question at the end of the post. (Historical background - if you want to skip, go down 3 paragraphs) The first time I taught this course (Spring 2013), I was a last minute substitution. The course designer, and regular faculty member teaching the course, ...