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

• Main Author: Dwight, James Scutt III
• Other Authors: Teaching and Learning
• Format: Others
• Published: Virginia Tech 2011
• Subjects: Educational Foundations; Hypertext; Poststructuralism; E-Learning; Internet; Progressive Education; Philosophy of Technology; Philosophy of Education; Instructional Technology; Curriculum Reconceptualism; Dewey Studies; Critical Inquiry; Social Justice Pedagogy; Hyperpedagogy
• Online Access: http://hdl.handle.net/10919/11132; http://scholar.lib.vt.edu/theses/available/etd-03222004-135044

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 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. === Ph. D.