ERIC Number: EJ784215
Record Type: Journal
Publication Date: 2007-Sep
Pages: 7
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0022-1341
EISSN: N/A
Virtual Egalitarianism, Critical Pedagogy, and Geographic Education
Lukinbeal, Chris; Allen, Casey D.
Journal of Geography, v106 n5 p199-205 Sep 2007
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. (Contains 3 notes.)
Descriptors: Geography Instruction, Critical Theory, Seminars, Geography, Classroom Environment, Teaching Methods, Graduate Study, Web Sites, Educational Technology, Computer Mediated Communication, Teacher Student Relationship, Power Structure, Educational Philosophy, Virtual Classrooms, Computer Software, Instructional Design, Computer Assisted Instruction, Course Descriptions, Student Role, Teacher Role
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A