From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms
Purpose – Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more curre...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Emerald Publishing
2021-08-01
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| Series: | Saudi Journal of Language Studies |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/SJLS-03-2021-0005/full/pdf |
| _version_ | 1797686721057390592 |
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| author | Marwa Mohammad Masood Md. Mahmudul Haque |
| author_facet | Marwa Mohammad Masood Md. Mahmudul Haque |
| author_sort | Marwa Mohammad Masood |
| collection | DOAJ |
| description | Purpose – Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more currency and appropriacy in the current paradigm shift in learning and teaching. Design/methodology/approach – This paper scrutinizes different aspects of CDP including its origins, theoretical underpinnings and its implementation in different contexts. It also critically reviews Freire's (1972) problem-posing education and Morris and Stommel's (2017) model of CDP. Findings – The article proposes a CDP model based on the previous ones, which includes the core concepts and criteria of CDP and focuses on EFL classrooms. Research limitations/implications – One of the limitations of CDP is gaining the learners' approval in creating an environment of co-constructing knowledge moving away from traditional practices. In addition to that, the use of new media in the classroom can be intimidating for students and stakeholders alike. The lack of logistic support in many rural, remote and underdeveloped contexts cannot be ignored either Practical implications – The paper provides recommendations for future research in CDP. Originality/value – Critical pedagogy (CP) is a teaching approach in which the oppressed are basically focused and teachers and learners construct knowledge together. Recently, with the outbreak of the COVID-19 pandemic, global education had to go online. Consequently, traditional teaching and learning had to undergo a paradigm shift. Along with other changes in traditional teaching and learning practices, there has been a significant change in teaching philosophy. This is how the CDP finds its currency in this emerging unprecedented teaching and learning situation. |
| first_indexed | 2024-03-12T01:09:56Z |
| format | Article |
| id | doaj.art-93e98021dcec4698a29136de3728dda2 |
| institution | Directory Open Access Journal |
| issn | 2634-243X 2634-2448 |
| language | English |
| last_indexed | 2024-03-12T01:09:56Z |
| publishDate | 2021-08-01 |
| publisher | Emerald Publishing |
| record_format | Article |
| series | Saudi Journal of Language Studies |
| spelling | doaj.art-93e98021dcec4698a29136de3728dda22023-09-14T07:00:50ZengEmerald PublishingSaudi Journal of Language Studies2634-243X2634-24482021-08-0111678010.1108/SJLS-03-2021-0005From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classroomsMarwa Mohammad Masood0Md. Mahmudul Haque1English Language Institute, United International University, Dhaka, BangladeshFaculty of Languages and Translation, King Khalid University, Abha, Saudi ArabiaPurpose – Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more currency and appropriacy in the current paradigm shift in learning and teaching. Design/methodology/approach – This paper scrutinizes different aspects of CDP including its origins, theoretical underpinnings and its implementation in different contexts. It also critically reviews Freire's (1972) problem-posing education and Morris and Stommel's (2017) model of CDP. Findings – The article proposes a CDP model based on the previous ones, which includes the core concepts and criteria of CDP and focuses on EFL classrooms. Research limitations/implications – One of the limitations of CDP is gaining the learners' approval in creating an environment of co-constructing knowledge moving away from traditional practices. In addition to that, the use of new media in the classroom can be intimidating for students and stakeholders alike. The lack of logistic support in many rural, remote and underdeveloped contexts cannot be ignored either Practical implications – The paper provides recommendations for future research in CDP. Originality/value – Critical pedagogy (CP) is a teaching approach in which the oppressed are basically focused and teachers and learners construct knowledge together. Recently, with the outbreak of the COVID-19 pandemic, global education had to go online. Consequently, traditional teaching and learning had to undergo a paradigm shift. Along with other changes in traditional teaching and learning practices, there has been a significant change in teaching philosophy. This is how the CDP finds its currency in this emerging unprecedented teaching and learning situation.https://www.emerald.com/insight/content/doi/10.1108/SJLS-03-2021-0005/full/pdfCollaborative learningCOVID-19Critical digital pedagogyEFLLearners' agencyPedagogy of the Oppressed |
| spellingShingle | Marwa Mohammad Masood Md. Mahmudul Haque From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms Saudi Journal of Language Studies Collaborative learning COVID-19 Critical digital pedagogy EFL Learners' agency Pedagogy of the Oppressed |
| title | From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms |
| title_full | From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms |
| title_fullStr | From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms |
| title_full_unstemmed | From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms |
| title_short | From critical pedagogy to critical digital pedagogy: a prospective model for the EFL classrooms |
| title_sort | from critical pedagogy to critical digital pedagogy a prospective model for the efl classrooms |
| topic | Collaborative learning COVID-19 Critical digital pedagogy EFL Learners' agency Pedagogy of the Oppressed |
| url | https://www.emerald.com/insight/content/doi/10.1108/SJLS-03-2021-0005/full/pdf |
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