Articles in this journal combine personal experience, current conversations in academia, and a theoretical foundation that presumes the value, strength, and independent thinking of all learners. As such, Hybrid Pedagogy is not ideologically neutral. The journal’s principles can be found not only in its name and in articles like “What is Hybrid Pedagogy?”, but also in the works of critical pedagogues like Paulo Freire and bell hooks. Education happens everywhere — all the time — and people must be empowered to learn and teach throughout their lives. And because technology is incorporated in all aspects of our lives, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work advocates for teachers, advocates for marginalized voices in education, but first and foremost advocates for students and learners.
In short, Hybrid Pedagogy is an open-access, peer-reviewed journal that…
- combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education;
- brings higher education and K-12 teachers into conversation with the e-learning and open education communities;
- avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications;
- invites its audience to participate in (and be an integral part of) the peer review process;
- and thus interrogates (and makes transparent) academic publishing practices.
