[Bibliography] Towards an Anti-Racist Pedagogy in Ed Tech
Welcome CSA 2015! Feel free to peruse the bibliography for Towards and Anti-Racist Pedagogy in Educational Technology.
Aslop, S. & Bencze, L. (2014). Activism! Toward a more radical science and technology education. In Bencze, L. and Alsop, S. (Eds.), Activist science and technology education (1-20). New York: Springer.
Bowen, G.M. (2014). Trajectories of socioscientific issues in new media: Looking into the future. In Bencze, L. and Alsop, S. (Eds.), Activist science and technology education (269-306). New York: Springer.
Dinerstein, J. (2006). Technology and its discontents: On the verge of the posthuman. American Quarterly, 58(3), 569-595.
Dewey, J. (1964a). Ethical principles underlying education. In Archambault, R.D. (Ed.), John Dewey on education (108-138). Chicago: The University of Chicago Press.
Dewey, J. (1964b). My pedagogic creed. In Archambault, R.D. (Ed.), John Dewey on Education (427-439). Chicago: The University of Chicago Press.
Fouche, R. (2012). From black inventors to one laptop per child: Exploring a racial politics of technology. In Nakamura, L. and Chow-White P.A. (Eds.), Race after the internet (61-83). New York: Routledge.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Fuhrman, S. (2015). Big data in education. Education Update.
Hedberg, J.G. (2011). Towards a disruptive pedagogy: changing classroom practice with technologies and digital content. Educational MEdia International, 48(1), 1-16.
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Hui Kyong Chun, W. (2012). Race and/as technology or how to do thing to race. In Nakamura, L. and Chow-White P.A. (Eds.), Race after the internet (38-60). New York: Routledge.
Marri, Anand R. (2007). Working with blinders on: A critical race theory content analysis of research on technology and social studies education. Multicultural Education & Technology Journal, 1(3), 144-161.
Milberry, K. (2014). #OccupyTech. In Bencze, L. and Alsop, S. (Eds.), Activist science and technology education (255-268). New York: Springer.
Patton, D.U., Eschmann, R.D., Butler, D.A. (2013). Internet banging: New trends in social media, gang violence, masculinity and hip hop. Computers in Human Behavior, 29(5), 54-59.
Rodriguez, A. (2014). A critical pedagogy for STEM education. In Bencze, L. and Alsop, S. (Eds.), Activist science and technology education (55-66). New York: Springer.
Roth, W.M. (2014). From-within-the-event: A post-constructivist perspective on activism, ethics, and science education. In Bencze, L. and Alsop, S. (Eds.), Activist science and technology education (237-254). New York: Springer.
Sanchez-Casal, S. and Macdonald, A. A. (2002). Feminist reflections on the pedagogical relevance of identity. In Sanchez-Casal, S. and Macdonald, A. A. (Eds.), Twenty-first-century feminist classrooms: Pedagogies of identity and difference (1-28). New York: Palgrave MacMillan.