DPL 2020 #STEMDigPed Day 1 (Introduction to Critical Pedagogy)

Ghost Post Day 1 (https://stem.dpl.online/day-1-2/)

“Teaching is a radical act.” (Jesse Stommel, The Human Work of Higher Education)

The classroom remains the most radical space of possibility in the academy…Urging all of us to open our minds and hearts so that we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions… (bell hooks, Teaching to Transgress: Education as the Practice of Freedom, p.12)

The theme for today is Introduction to Critical Pedagogy. As our by email Hypothes.is article says for the day, critical pedagogy in its most humanizing lens forces us to ask: “1) From whose perspective are we defining and enacting ‘humanizing’ online pedagogies in our contexts? 2) Toward what ends are we enacting and advocating for these approaches? And who benefits from these approaches?” (Mehta & Aguilera, 2020, p. 113). Where can we “address issues of inequity, social justice, access, culturally marginalizing practices, racist, sexist, and homophobic practices in education…” (Mehta & Aguilera, 2020, p. 113)? Where can we find the intersection of the needs of our society, our institutions, our students, ourselves, and our curriculum?

Today we begin a pattern that will continue throughout the week – reading this post, going to the day’s page, delving into the vidcasts, podcasts, articles, etc. for that day, considering the “Questions to Ponder” and our own reactions to what we’ve read, heard, seen, struggled with, etc. Then writing about our understandings, our reflections, our growth as pedagogues. We can write in reflective blogs or in Google docs, or in Twitter, or in Discourse. Feel free to write where and how you need to.

Or you can embrace doing everything I just said backwards or in some other completely different order. As I said in yesterday’s tour, the Digital Pedagogy Lab is a place for maximum agency – the materials are available for you to digest, but the way you compose your meal for each day is entirely up to you.

Feel free to bring up other topics as well. If you want to discuss something, start a thread in Discourse. We can engage on many levels with many topics.

The plan for the day is here: https://stem.dpl.online/day-1/.


Ghost Page Day 1 (https://stem.dpl.online/day-1)

Monday, July 27, 2020 (Day 1)

Theme: Introduction to Critical Pedagogy

Questions to Ponder

  • What struck you from today’s vidcast or readings? Any Aha’s?
  • What is your definition of Critical Pedagogy? Would we want to operationalize a term like Critical Pedagogy and, if so, how would you operationalize it?
  • What are oppressed groups? Does the often used term URMs (Underrepresented Minorities) mean essentially the same thing or are there subtle differences between the two?
  • How does critical pedagogy differ from critical thinking?
  • What are some examples of how you apply critical pedagogy in your typical classroom?
  • How do we apply critical pedagogy in an online environment?


Readings, Videos, Podcasts, etc.

DPL Vidcast Episode 1 with Jesse Stommel

Legos and the 4 i’s of Oppression by Eliana Pipes

Fellmayer, J. (2018 October 11). Disruptive Pedagogy and the Practice of Freedom [Online Article]. Hybrid Pedagogy.

Hypothes.is article: Mehta, R., & Aguilera, E. (2020). A critical approach to humanizing pedagogies in online teaching and learning. The International Journal of Information and Learning Technology, 37(3), 109-120.

Sorensen-Unruh, C. (2019 September 4), Critical Thinking vs. Critical Pedagogy [Blog Post]. ChemEdX.

Extension Readings, Videos, Podcasts, etc. [THESE ARE SUPER OPTIONAL!]

The Danger of a Single Story by Chimamanda Ngozi Adichie

Stommel, J. (2017 June 5). If bell hooks Made an LMS: Grades, Radical Openness, and Domain of One’s Own [Blog Post).

Extension Books

Friere, P. (1970/2018). Pedagogy of the Oppressed (50th Anniversary Edition). Continuum.

Freire, Paulo (1973/2013). Education for Critical Consciousness. Seabury.

hooks, bell. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.

hooks, bell. (2003). Teaching Community: A Pedagogy of Hope. Routledge.

hooks, bell. (2009). Teaching Critical Thinking: Practical Wisdom. Routledge.

Giroux, Henry A. (1988). Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Bergin Garvey.


Discourse Day 1

Good morning (MDT) y’all!

Today we begin our critical pedagogy work (yesterday was orientation). Today is also the day some of the workshops begin and José Vilson is keynoting. It will hopefully be a day filled with learning, sharing, struggling, and small (or large) epiphanies.

But before we begin with the work of today, let’s check in. What small or large epiphanies (A-ha’s) have you had thus far? Was there anything in yesterday’s material or keynote that made you want to know more? Anything you’d like to share?

Also, let’s get to know one another just a bit more – if you’re willing, you might take a picture of your favorite place to do your DPL work in your abode right now. You can either be in the pic or not and if you aren’t a picture person, feel free to just describe it in detail. Please also tell us (whether you upload a pic or not) why this spot is meaningful to you.


Go back to Day 0. Go forward to Day 2, Day 3, Day 4, Day 5, or Day 6.

6 thoughts on “DPL 2020 #STEMDigPed Day 1 (Introduction to Critical Pedagogy)

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