Abstract
This article explores the implementation of critical pedagogic practices into a graduate level landscape seminar Web site. Critical pedagogy seeks to reconfigure student-teacher relationships and disrupt embedded power regimes within academia and society. Critical pedagogic practices create a dialogue amongst learners, where everyone has a stake in the learning process. By turning all students into instructors on the course Web site, a virtual community was created that allowed for theories and identities to be openly explored and contested. In the seminar, the inherent hierarchies of power between teacher-students were removed, allowing for the formation of a critical moral consciousness that permitted deep learning.
Original language | English (US) |
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Pages (from-to) | 199-205 |
Number of pages | 7 |
Journal | Journal of Geography |
Volume | 106 |
Issue number | 5 |
DOIs | |
State | Published - Sep 2007 |
Keywords
- Blackboard
- Critical pedagogy
- E-learning
- Graduate education
- Graduate seminar
ASJC Scopus subject areas
- Geography, Planning and Development
- Earth-Surface Processes