Critical Mobile Pedagogy is an exploration of mobile technologies for designing and delivering equitable and empowering education around the globe. Synthesizing a diverse range of projects and conceptual frameworks, this case-based collection addresses the ambitions, assumptions, and impacts of interventions in under-researched, often disadvantaged communities.

The editors and authors provide a nuanced and culturally responsive approach to showcasing:

indigenous, nomadic, refugee, rural, and other marginalized communities

emerging pedagogies such as curation, open resources, massive open online courses (MOOCs), and self-directed learning

contextual factors, including pedagogy, ethics, scaling, research methodology and culture, and consequences of innocuous or harmful implementation and deployment

the nature of participation by global capital, multinationals, education systems, international agencies, national governments, and telecoms companies.

Scholars, academics, policymakers, and program managers are increasingly using mobile technologies to support disadvantaged or disempowered communities in learning more effectively and appropriately. This book’s diverse research precedents will help these and other stakeholders meet the challenges and opportunities of our complex, increasingly connected world and work with greater cultural and ethical sensitivity at the intersection of education, research, and technology.

About the Author

John Traxler is Professor of Digital Learning in the Education Observatory at the University of Wolverhampton, UK. He has been invited to establish a UNESCO Chair in Innovative Informal Digital Learning in Disadvantaged and Development Contexts.

Helen Crompton is Associate Professor of Instructional Technology in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia, USA. She is part of the UNESCO Chair in Innovative Digital Learning in Disadvantaged and Development Contexts.

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