ABSTRACT

Alongside the increasing popularity of distance education is a growing body of literature on anti-oppressive pedagogies (Breunig, 2009). Our critical review of literature explored and critiqued how educators enact anti-oppressive pedagogies in online classrooms. Our search and screen process yielded 2952 studies and a final set of 10 that met our inclusion and exclusion criteria. Four findings emerged from our critical analysis. Anti-oppressive online educators sought to legitimate students’ epistemologies, foster reflection and discussion, establish expectations of critical awareness, and democratize educator and student roles. We recommend educators and researchers consider how technologies work for and against anti-oppressive aims and ensure their anti-oppressive frameworks are clearly and purposefully connected to pedagogical decision-making. Considering scarce empirical literature on online educators’ enactments anti-oppressive pedagogies and general lack of support in institutions where educators develop their work, the studies in this review constitute an advancement in the field of distance education.

摘要

随着远程教育的日益普及，有关反压迫性教学法的文献也越来越多（Breunig，2009年）。我们对文学的批判性评论探索并批评了教育工作者如何在在线教室中实施反压迫性教学法。我们的搜索和筛选过程产生了2952项研究，最后10项符合我们的纳入和排除标准。我们的批判分析得出了四个发现。反压迫在线教育者寻求使学生的认识论合法化，促进反思和讨论，建立对批判意识的期望，并使教育者和学生角色民主化。我们建议教育者和研究者考虑技术如何实现和反对反压迫目标，并确保其反压迫框架与教学决策明确且有目的地联系在一起。