Abstract
Abstract
This article discusses a resurgent banking concept of education laid bare by the coronavirus pandemic. It uses the theories of Paulo Freire, Mark Fisher, Michel Foucault, and Saidiya Hartman to articulate how learning-management systems undermine literary study's problem-posing educational paradigm and how to retain it amid increasing technocratic pressures.
Subject
Linguistics and Language,Education,Language and Linguistics,Cultural Studies
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