Virginia Tech
Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies
Abstract
dc:description.abstractHyperpedagogy seeks to actualize social justice pedagogies and poststructuralist theorizing in digitally enhanced and online learning environments. Hyperpedagogy offers ways to incorporate transactional pedagogies into digital curricula so that learners throughout the United States' pluralistic culture can participate in e-learning. Much of the hyperbole promoting e-learning is founded on social-efficiency pedagogies (i.e. preparing tomorrow's workers for the information-based, new global economy) that tend to homogenize culturally pluralistic learners. The premium placed on a strict adherence to rigid learning systems inculcated within standards-based reform movements typically, moreover, discriminate against historically marginalized learners. Hyperpedagogy seeks to elucidate the closeting of privilege in e-learning so that learners of color, female learners, and homosexual learners can be better represented in the literature than is currently practiced.
Degree
thesis:*- Name thesis:degree_name
- Ph. D.
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Curriculum and Instruction
- Department dc:contributor.department
- Teaching and Learning
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2003
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Dwight, James Scutt III
- Chairs dc:contributor.committeechair
-
- Boler, Megan M.
- Garrison, James W.
- Committee members dc:contributor.committeemember
-
- Swenson, Karen
- Scheckler, Rebecca K.
- Magliaro, Susan G.
Subjects
dc:subject × 14Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-03222004-135044
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/11132