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.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/11132 |
| Date | 15 April 2004 |
| Creators | Dwight, James Scutt III |
| Contributors | Teaching and Learning, Swenson, Karen, Scheckler, Rebecca K., Magliaro, Susan G., Boler, Megan M., Garrison, James W. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | DwightDissertationFinal.pdf |
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