2,853
Views
28
CrossRef citations to date
0
Altmetric
Article

Anti-oppressive pedagogies in online learning: a critical review

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 345-360 | Received 06 Dec 2019, Accepted 26 Apr 2020, Published online: 03 Aug 2020

References

  • (References marked with an asterisk indicate studies included in the literature review.)
  • Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11(1), 3–42. https://doi.org/10.2307/1179509
  • Apple, M. W. (1987). Teaching and technology the hidden effects of computers on teachers and students. Educational Policy, 1(1), 135–157. https://doi.org/10.1177/0895904887001001012
  • Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439. https://doi.org/10.1080/01587919.2011.610293
  • Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of General Psychology, 1(3), 311–320. https://doi.org/10.1037/1089-2680.1.3.311
  • Boler, M. (2015). Feminist politics of emotions and critical digital pedagogies: A call to action. PMLA, 130(5), 1489–1496. https://doi.org/10.1632/pmla.2015.130.5.1489
  • *Bondy, E., Hambacher, E., Murphy, A. S., Wolkenhauer, R., & Krell, D. (2015). Developing critical social justice literacy in an online seminar. Equity & Excellence in Education, 48(2), 227–248. https://doi.org/10.1080/10665684.2015.1025652
  • Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Goksel-Canbek, N., Dincer, G. D., Ari, S., & Aydin, C. H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. International Review of Research in Open and Distance Learning, 16(1), 330–363. https://doi.org/10.19173/irrodl.v16i1.1953
  • Breunig, M. (2009). Teaching for and about critical pedagogy in the post-secondary classroom. Studies in Social Justice, 3(2), 247–262. https://doi.org/10.26522/ssj.v3i2.1018
  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. SUNY Press.
  • *Caruthers, L., & Friend, J. (2014). Critical pedagogy in online environments as thirdspace: A narrative analysis of voices of candidates in educational preparatory programs. Educational Studies, 50(1), 8–35. https://doi.org/10.1080/00131946.2013.866953
  • Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education. International Journal of Educational Technology in Higher Education, 15. Article 22. https://doi.org/10.1186/s41239-018-0109-y
  • *Chung, Y. A. (2016). A feminist pedagogy through online education. Asian Journal of Women’s Studies, 22(4), 372–391. https://doi.org/10.1080/12259276.2016.1242939
  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305. https://doi.org/10.3102/0091732X024001249
  • Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed., rev. 10th anniversary ed.). Routledge. https://doi.org/10.4324/9780203900055
  • *Fassetta, G., Imperiale, M. G., Frimberger, K., Attia, M., & Al-Masri, N. (2017). Online teacher training in a context of forced immobility: The case of Gaza, Palestine. European Education, 49(2), 133–150. https://doi.org/10.1080/10564934.2017.1315538
  • Feenberg, A. (2009). Critical theory of technology. In J. K. B. Olsen, S. A. Pedersen, & V. F. Hendricks (Eds.), A companion to the philosophy of technology (pp. 146–153). Wiley-Blackwell. https://doi.org/10.1002/9781444310795.ch24
  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). (M. Bergman Ramos, Trans.). Continuum. (Original work published 1970)
  • Freire, P. (1998). Pedagogy of freedom: Ethics, democracy and civic courage. Rowman & Littlefield Publishers, Inc.
  • Gao, F., Zhang, T., & Franklin, T. (2013). Designing asynchronous online discussion environments: recent progress and possible future directions. British Journal of Educational Technology, 44(3), 469–483. https://doi.org/10.1111/j.1467-8535.2012.01330.x
  • Giroux, H. A. (2015). Democracy in crisis, the specter of authoritarianism, and the future of higher education. Journal of Critical Scholarship on Higher Education and Student Affairs, 1(1), 101–113. https://ecommons.luc.edu/jcshesa/vol1/iss1/7/
  • Grande, S. (2015). Afterword. In B. J. Porfilio & D. R. Ford (Eds.), Leaders in critical pedagogy: Narratives for understanding and solidarity (pp. 235–241). Sense Publishers. https://doi.org/10.1007/978-94-6300-166-3_18
  • Grosfoguel, R. (2011). Decolonizing Post-Colonial studies and paradigms of political-economy: Transmodernity, decolonial thinking, and global coloniality. TRANSMODERNITY: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1). https://escholarship.org/uc/item/21k6t3fq
  • *Guthrie, K. L., & McCracken, H. (2010). Teaching and learning social justice through online service-learning courses. The International Review of Research in Open and Distance Learning, 11(3), 78–94. https://doi.org/10.19173/irrodl.v11i3.894
  • Hamilton, E., & Friesen, N. (2013). Online education: A science and technology studies perspective. Canadian Journal of Learning and Technology/La Revue Canadienne de l’apprentissage et de La Technologie, 39 (2). https://www.learntechlib.org/p/54417/
  • *Hirtle, J. S. (2011). A pedagogy of aloha: Situating educational technology coursework in an indigenous cultural and epistemological context. Journal of Technology Integration in the Classroom, 3(1), 23–32.
  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
  • Ladson-Billings, G. (1998). Just what is critical race theory and what’s it doing in a nice field like education? International Journal of Qualitative Studies in Education, 11(1), 7–24. https://doi.org/10.1080/095183998236863
  • Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
  • *Lai, A., & Lu, L. (2009). Integrating feminist pedagogy with online teaching: Facilitating critiques of patriarchal visual culture. Visual Culture & Gender, 4, 58–68. http://www.vcg.emitto.net/index.php/vcg/article/view/41
  • Lorde, A. (2007). Sister outsider: Essays and speeches. Crossing Press.
  • Meyer, M. (2008). Indigenous and authentic: Hawaiian epistemology and the triangulation of meaning. In N. Denzin, Y. Lincoln, & L. Smith, (Eds.), Handbook of critical and indigenous methodology (pp. 217–232). Sage. https://doi.org/10.4135/9781483385686.n11
  • Miller, P. H. (2005). Gender and information technology: Perspectives from human cognitive development. Frontiers, 26(1), 148–167. https://doi.org/10.1353/fro.2005.0007
  • Mirowski, P. (2013). Never let a serious crisis go to waste: How neoliberalism survived the financial meltdown. Verso Books.
  • Mohanty, C. T. (2003). Feminism without borders: Decolonizing theory, practicing solidarity. Duke University Press. https://doi.org/10.1215/9780822384649
  • *Osanloo, A. F., & Hand, T. W. (2012). Combating hegemonic discourse in an online multicultural leadership course: A narrative study of an instructor and student working in tandem for social justice. Administrative Issues Journal: Education, Practice, and Research, 2(1), 26–42. https://doi.org/10.5929/2011.2.1.12
  • Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. Basic Books.
  • Paré, G., & Kitsiou, S. (2017). Methods for literature reviews. In F. Lau & C. Kuziemsky (Eds.), Handbook of eHealth evaluation: An evidence-based approach (pp. 157–179). University of Victoria. https://www.ncbi.nlm.nih.gov/books/NBK481583/
  • Richards, R. S. (2011). “I could have told you that wouldn’t work”: Cyberfeminist pedagogy in action. Feminist Teacher, 22(1), 5–22. https://www.jstor.org/stable/10.5406/femteacher.22.1.0005
  • Saba, F. (2011). Distance education in the United States: Past, present, future. Educational Technology, 51(6), 11–18. https://www.jstor.org/stable/44429966
  • Saunders, D. B., & Blanco Ramirez, G. (2017). Resisting the neoliberalization of higher education: A challenge to commonsensical understandings of commodities and consumption. Cultural Studies ↔ Critical Methodologies, 17(3), 189–196. https://doi.org/10.1177/1532708616669529
  • Saykili, A. (2018). Distance education: Definitions, generations, key concepts and future directions. International Journal of Contemporary Educational Research, 5(1), 2–17.http://ijcer.net/en/issue/38043/416321
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://onlinelearningsurvey.com/reports/gradeincrease.pdf
  • Selwyn, N., Hillman, T., Eynon, R., Ferreira, G., Knox, J., Macgilchrist, F., & Sancho-Gil, J. M. (2019). What’s next for ed-tech? Critical hopes and concerns for the 2020s. Learning, Media and Technology, 1–6. https://doi.org/10.1080/17439884.2020.1694945
  • Sherry, M.B. (2017). How the visual rhetoric of online discussions enables and constrains students’ participation. Journal of Adolescent & Adult Literacy, 61(3), 299–310. https://doi.org/10.1002/jaal.683
  • Simonson, M., & Seepersaud, D. J. (2018). Distance education: Definition and glossary of terms (4th ed.). Information Age Publishing, Inc.
  • Sims, C. (2017). Disruptive fixation: School reform and the pitfalls of techno-idealism. Princeton University Press. https://doi.org/10.23943/princeton/9780691163987.001.0001
  • *Smith, K., Jeffery, D., & Collins, K. (2018). Slowing things down: Taming time in the neoliberal university using social work distance education. Social Work Education, 37(6), 691–704. https://doi.org/10.1080/02615479.2018.1445216
  • *Ukpokodu, O. N. (2010). Teachers’ reflections on pedagogies that enhance learning in an online course on teaching for equity and social justice. Journal of Interactive Online Learning, 7(3), 227–255. https://www.ncolr.org/jiol/issues/pdf/7.3.5.pdf
  • Van Beveren, L., Roets, G., Buysse, A., & Rutten, K. (2018). We all reflect, but why? A systematic review of the purposes of reflection in higher education in social and behavioral sciences. Educational Research Review, 24, 1–9. https://doi.org/10.1016/j.edurev.2018.01.002
  • Wolfswinkel, J. F., Furtmueller, E., & Wilderom, C. P. M. (2013). Using grounded theory as a method for rigorously reviewing literature. European Journal of Information Systems, 22(1), 45–55. https://doi.org/10.1057/ejis.2011.51
  • Young, I. M. (2011). Five faces of oppression. In Justice and the politics of difference (pp. 3–65). Princeton University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.