TY - JOUR
T1 - Dialogue, inquiry, and encounter
T2 - Critical geographies of online higher education
AU - House-Peters, Lily A.
AU - Del Casino, Vincent J.
AU - Brooks, Catherine F.
N1 - Funding Information:
The authors would like to thank Dr. Melissa Vito, Senior Vice President for Student Affairs, Enrollment Management, and Strategic Initiatives at the University of Arizona for funding the position that allowed us to engage in some of the early work that led to this article. We would also like to thank the Office of Digital Learning at the University of Arizona for supporting our online course development. The article was greatly improved by the constructive comments and suggestions of three anonymous reviewers and the journal editors.
Funding Information:
The authors would like to thank Dr. Melissa Vito, Senior Vice President for Student Affairs, Enrollment Management, and Strategic Initiatives at the University of Arizona for funding the position that allowed us to engage in some of the early work that led to this article. We would also like to thank the Office of Digital Learning at the University of Arizona for supporting our online course development. The article was greatly improved by the constructive comments and suggestions of three anonymous reviewers and the journal editors. The author(s) received no financial support for the research, authorship, and/or publication of this article.
Publisher Copyright:
© The Author(s) 2017.
PY - 2019/2/1
Y1 - 2019/2/1
N2 - The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.
AB - The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.
KW - co-production of knowledge
KW - critical pedagogy
KW - encounter
KW - geographies of education
KW - neoliberal university
KW - online higher education
KW - online teaching and learning
KW - public geographies
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U2 - 10.1177/0309132517735705
DO - 10.1177/0309132517735705
M3 - Article
AN - SCOPUS:85041926462
VL - 43
SP - 81
EP - 103
JO - Progress in Human Geography
JF - Progress in Human Geography
SN - 0309-1325
IS - 1
ER -