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Since the 1960s critical pedagogy has been at the forefront of the intersections between education and social change. However, critical pedagogies and approaches have struggled to keep up with the pace of the twenty-first-century techno-social transformations. This chapter argues that the critical pedagogy movement is ripe for reinvention. The first part of the paper introduces the main ideas behind the concept of the postdigital. The second part of the chapter introduces the biodigital challenge of critical pedagogy. The third part of the chapter focuses on philosophy and applications of recent techno-scientific convergences and explores ways in which these convergences play out in various crises. The conclusion brings these challenges together and outlines a postdigital reconfiguration of critical pedagogy fit for our historical moment.
critical social theory; critical pedagogy; Paulo Freire; social justice; teacher education; schooling; higher education policy; Practice-engaged learning; disability studies
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