Pandemic Pedagogy and Coronavirus Capitalism
Abstract
This paper is an introduction to and an example of forthcoming chapters in a new volume in the Critical Understanding in Education series, tentatively entitled Critical Pedagogy in the 21st Century, co-edited by the presenter of this paper. The (paper) presentation, entitled, Critical Pedagogy in the Network Society during the Pandemic will discuss the differences between networks and communities and the ways in which critical pedagogy operates in both. How can a dialogical education be developed and encouraged in various forms of networks where participants can fail to learn “real social skills” (Bauman & Haffner, 2020)? The limitations of online learning as a critically oriented venue will be discussed. Issues such as but not limited to the inequality of access to technology, the orientation toward a banking and instrumentalist manner of educating and the disembodiment of learning will be analyzed (see Boyd, 2016). Questions will be addressed such as: Is the curriculum of critical pedagogy a possibility in the digital era of Zoom? How can Freire’s concepts of criticality and critical embodied engagement with the world that were developed in pre-internet times, operate in an overwhelming digital culture exacerbated by a global pandemic?
Presentation Description
Unavailable
Location
Stream A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Reynolds, William M., "Pandemic Pedagogy and Coronavirus Capitalism" (2021). Curriculum Studies Summer Collaborative. 27.
https://digitalcommons.georgiasouthern.edu/cssc/2021/2021/27
Pandemic Pedagogy and Coronavirus Capitalism
Stream A
This paper is an introduction to and an example of forthcoming chapters in a new volume in the Critical Understanding in Education series, tentatively entitled Critical Pedagogy in the 21st Century, co-edited by the presenter of this paper. The (paper) presentation, entitled, Critical Pedagogy in the Network Society during the Pandemic will discuss the differences between networks and communities and the ways in which critical pedagogy operates in both. How can a dialogical education be developed and encouraged in various forms of networks where participants can fail to learn “real social skills” (Bauman & Haffner, 2020)? The limitations of online learning as a critically oriented venue will be discussed. Issues such as but not limited to the inequality of access to technology, the orientation toward a banking and instrumentalist manner of educating and the disembodiment of learning will be analyzed (see Boyd, 2016). Questions will be addressed such as: Is the curriculum of critical pedagogy a possibility in the digital era of Zoom? How can Freire’s concepts of criticality and critical embodied engagement with the world that were developed in pre-internet times, operate in an overwhelming digital culture exacerbated by a global pandemic?
