“Education...is the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” (Paulo Freire, Pedagogy of the Oppressed)
Design is key to our collective liberation, but most design processes today reproduce inequalities that are structured by what Black feminist scholar Patricia Hill Collins calls the matrix of domination: white supremacy, heteropatriarchy, capitalism, and settler colonialism (Collins, 2002). These and additional intersecting inequalities are manifest at all levels of the design process, including (but not limited to): designers, intended users, values, affordances and disaffordances, scoping and framing, privileged design sites, governance, ownership, and control of designed objects, platforms, and systems, and narratives about how design processes work. (Sasha Constanza-Chock, Design Justice: Towards an Intersectional Feminist Framework for Design Theory and Practice, pp. 2-3)
If one of our jobs as critical pedagogues is to design curricula, then our design processes need to consider and be consciously aware of the matrix of domination. This matrix permeates everything we do in our design work and in the classroom when we teach, consciously or unconsciously. So today is our day to become more aware of this matrix and the inequalities it promotes.
Therefore we are jumping headfirst into the matrix and the heart of critical pedagogy - social justice, equity, decolonization, or the systematic dismantling of colonialism, and decolonialism.
While the latter two, which address different aspects of colonialism when applied to higher education, are important, our focus will be on social justice and equity. But just like critical pedagogy, critical digital pedagogy, and open pedagogy, these ideas have so many overlapping boundaries that it is often helpful to address them as a whole first, and then systematically tease out what is meant by each. This is partially why the vidcast with Maha is longer than the others - I gave her the overwhelming job of talking about all of these and she graciously obliged.
We have a synchronous meeting today at 1pm MDT/3pm EDT. The Zoom link is under the Synchronous Sessions chat in Discourse or in your email. Please join us as we chat about what we've learned thus far and as we ask Maha questions about social justice, equity, and decolonialism. A recording will be made available on my pedagogy YouTube channel (it's where the vidcasts have been).
Also, the Audrey Watters keynote is today at 12pm EDT and her Fireside chat is at 7pm EDT. If you haven't read her blog - Hack Education - it is an experience that you'll remember. Most of Audrey's blogs work towards systematically dismantling all of our assumptions about #EdTech. If you don't want to dive into the deep end immediately, you could dip your toe in the waters of #EdTech by reading Sean's most recent blog - Technology is not Pedagogy.
Because there is so much going on (and we are inevitably wrapping up our Hypothes.is articles from the previous two days), we do not have a Hypothes.is article for today. But tomorrow and Friday there is one each day, so take this as a middle-of-the-week breather.
The plan for the day is here: https://stem.dpl.online/day-3/. The DPL master plan google doc is in the Google Drive, which also houses all of the non-open articles for the week, and is found here.