Virtual egalitarianism, critical pedagogy, and geographic education

Research output: Contribution to journalArticle

6 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)199-205
Number of pages7
JournalJournal of Geography
Volume106
Issue number5
DOIs
StatePublished - Sep 2007
Externally publishedYes

Fingerprint

egalitarianism
pedagogics
student teacher
student
education
virtual community
learning
consciousness
learning process
instructor
dialogue
graduate
regime
pedagogy
Society

Keywords

  • Blackboard
  • Critical pedagogy
  • E-learning
  • Graduate education
  • Graduate seminar

ASJC Scopus subject areas

  • Geography, Planning and Development

Cite this

Virtual egalitarianism, critical pedagogy, and geographic education. / Lukinbeal, Christopher L; Allen, Casey.

In: Journal of Geography, Vol. 106, No. 5, 09.2007, p. 199-205.

Research output: Contribution to journalArticle

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