Hacking the MOOC: Towards a Postdigital Pedagogy of Critical Hope

Abstract

This article contributes to a praxis of critical hope by combining recent critical political economic (CPE) analyses of postdigital education with the inspiring experimental practices emerging from the new field of critical digital pedagogy (CDP). I argue that CDP offers hope to educators looking for practical ways beyond capitalist exploitation and alienation, but lacks the analytical foundations needed to contribute to the liberation of our 'general intellect.' I highlight the emergence of the Free/Libre Open-Source Software (FLOSS) movement and 'hacker class' as exemplars of a more dialectically conscious praxis. Conversely, I encourage CPE scholars of the postdigital to contribute to developing both intellectual tools for understanding our position within capitalism and practical tools for hacking for our liberation. Throughout the article, I use a historical materialist lens to emphasise that we can identify the conditions of and elaborate the strategies for achieving our emancipation in the dialectic of the historically specific contradictions generated by specific class antagonisms. It is in this dialectic that we find a critical hope.

Pedagogía Digital. Revisión sistemática del concepto

“…Una perspectiva pedagógica digital crítica constituye un elemento emancipador fundamental (Stommel y Morris, 2018). La Pedagogía Digital Crítica requiere diseñar tecnologías educativas de acuerdo con principios éticos y formas de propiedad basadas en bienes comunes (Lazarus 2019). Esta perspectiva de la Pedagogía Digital Crítica incluye el derecho al acceso, a la privacidad, a crear conocimiento público, a poseer datos personales y de propiedad intelectual, a la transparencia financiera y pedagógica, a ser cuidado, a tener buenos maestros y a ser maestros (Morris y Stommel 2013) (Rodés et al, 2021, p. 10).…”

Teacher Education in the Emergency: a MOOC-Inspired Teacher Professional Development Strategy Grounded in Critical Digital Pedagogy and Pedagogy of Care

“…It is relevant to identify emerging MOOC models that go beyond the transmissive ones (Morris & Stommel 2017). Critical Digital Pedagogy requires designing educational technologies in accordance with ethical principles and forms of property based on common goods (Lazarus 2019). This Critical Digital Pedagogy perspective includes the right to access, to privacy, to create public knowledge, to possess personal data and intellectual property, to financial and pedagogical transparency, to be cared for, to have great teachers and to be teachers (Morris & Stommel 2013).…”

Student Teachers' Perceptions of the Connection between Literacy, Equality and Digitalization

“…) Digitalization and media are expanding and permeating all societal activities, and perceptions of them require research (Cope et al, 2020). Digitalization is seen as an inevitable trend in society and education (Lazarus, 2019). In the school context and pedagogy, digitalization also raises critical remarks (Teräs et al, 2020) on the one hand and new opportunities (Lavonen et al, 2022) on the other.…”