Affiliation:
1. California State University, Long Beach, USA
2. University of Arizona, USA
Abstract
The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.
Subject
Geography, Planning and Development
Cited by
23 articles.
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1. Facilitated learning or technical distraction? Sociologically exploring online university learning;Technology, Pedagogy and Education;2024-01-09
2. Humanising Online Pedagogy through Asynchronous Discussion Forums;Online Learning;2023-12-01
3. Preparing Students with 21st Century Skills for the Future Post-Pandemic Era;Reimagining Education - The Role of E-learning, Creativity, and Technology in the Post-pandemic Era [Working Title];2023-08-18
4. Care for Transactions;Transactions of the Institute of British Geographers;2023-01-12
5. Review of Schemes for Admitting a More Diverse Student Body in Higher Education;Adapting to Online and Blended Learning in Higher Education;2023