This is part of a special collection celebrating thecentenary of Paulo Freire’s birth.
Paulo Freire‘s conscientization is becoming even more important in an age where discourses about students as consumers dominates pedagogical paradigms, and social consequences, as Henry Giroux points to, are blanketed by notions of pedagogical “neutrality”. When covid-19 broke out, many educators deservedly were praised for their competent flexibility in rapidly adjusting their teaching to the digital format overnight. The pandemic sped up the trend of digital teaching in higher education, a development that Linda Harasim describes originally occurred primarily for non-pedagogical reasons.
From a managerial perspective this might seem like a positive thing. The ushering in of an “inevitable” digital future, reducing logistics and streamlining information to a generation of recipients naively and inaccurately deemed “digital natives”. Administratively, almost nothing can go wrong – even the challenging concept of the third pedagogue
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