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No Tricks:

Critical Pedagogy for Hybrid Teaching

Our September podcast features Jesse Stommel and Sean Michael Morris, whose voices in the field of hybrid and digital pedagogy have been beyond clutch for many of us thrown into this field by the pandemic context.

In Act 1, we talk to Jesse and Sean about how they came to the work of critical pedagogy, and how it relates to their particular experience in new media and digital forms. To what extent does radical pedagogical theory translate to these spaces that can feel disembodied and inaccessible? How does our attitude about teaching change if we imagine that all pedagogy is always and already hybrid pedagogy?

In Act 2, we get specific on issues that are at stake in any classroom, but which are particularly magnified in hybrid and digital contexts. Topics include data-mining and surveillance (of both students and teachers), open source technologies and the new possibilities that digital platforms make possible, and liberating classrooms from grades.

about our guest/s

Sean Michael Morris is the Director of the Digital Pedagogy Lab (or DPL) at the University of Colorado Denver. Jesse is the co-founder + the Associate Director of DPL and Executive Director of Hybrid Pedagogy. Both Jesse and Sean write, research, and teach very widely on themes of new media technologies, critical pedagogy, and social justice. Co-hosts Tina and Lucia attended DPL’s 2020 conference and were blown away by not only the execution of the event, but by the relationships and

There are two publications most pertinent for this episode: Jesse and Sean are co-authors of an An Urgency of Teachers: The Work of Critical Digital Pedagogy, and, along with Chris Friend, the hot-off-the-press edited volume Critical Digital Pedagogy. Both of us found these texts extraordinarily helpful or thinking through not just concrete pedagogical strategies, but also broader questions of critical literacy and the politics of teaching, not only as we prepare for remote-hybrid classes this fall but also as we reflect more generally on learning and teaching practices.