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Hyperpedagogy: Intersections among p...

Dwight, James S., III.

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Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies./
Author:	Dwight, James S., III.
Description:	422 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.
Contained By:	Dissertation Abstracts International65-02A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123741

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
Dwight, James S., III.

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies. - 422 p.

Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.

Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2004.

Hyperpedagogy 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 pedagogics (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.Subjects--Topical Terms:

783746
Education, Philosophy of.

Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
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245 1 0 $a Hyperpedagogy: Intersections among poststructuralist hypertext theory, critical inquiry, and social justice pedagogies.
300 $a 422 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-02, Section: A, page: 0449.
500 $a Chairs: Megan Boler; James W. Garrison.
502 $a Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 2004.
520 $a Hyperpedagogy 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 pedagogics (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.
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650 4 $a Education, Philosophy of. $3 783746
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790 1 0 $a Garrison, James W., $e advisor
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3123741