LET’S BE ‘CRITICAL’ ABOUT DIGITAL LEARNING AND TEACHING: EXPLORATIONS OF CRITICAL DIGITAL PEDAGOGIES FOR RE-INTERPRETED HUMANISATION

Abstract
In the rapidly evolving landscape of digitally mediated higher education, the necessity to critically reassess pedagogical frameworks has become paramount. This position paper aims to reinterpret Paulo Freire’s (1970) concept of humanisation within the context of online learning and teaching environments. The researcher argues against widespread techno-solutionist paradigms that often focus on technological abilities and affordances over pedagogical relevance and integrity, advocating instead for a return to the core principles of Critical Theory, as explored within Critical Digital Pedagogy (CDP). By examining the implications of digital hegemonies, the paper highlights the exclusionary practices that marginalise diverse socio-digital identities and perpetuate newly constructed forms of digitally reinforced ‘oppression’. Using a Freirean perspective, hegemony and exclusion in the digital space are seen as dehumanising and oppressive; therefore, critical conscientisation of inequities is essential to catalyse transformative action. The author integrates the critical theoretical and humanising pedagogical concept of ‘praxis’ to frame reflections on teaching and learning in the digital age. Furthermore, the research examines the importance of cultivating critical digital and AI literacies that empower students to navigate and challenge these hegemonies and inequities. Drawing on the works of Critical Digital Pedagogy (CDP) scholars such as Bardzell (2013), Morris and Stommel (2018), and Köseoğlu, Veletsianos and Rowell (2023), the researcher articulates a vision of humanisation that transcends mere access to and use of technology and generative-AI in higher education, emphasising the importance of critical engagement and the pursuit of social justice in digital learning contexts. The paper concludes by proposing key principles for Critical Digital Pedagogies that prioritise reinterpreted humanisation, including, but not limited to, promoting critical consciousness, fostering inclusive dialogue, and encouraging collaborative and co-constructed learning experiences for students and educators. By foregrounding these principles, the paper aims to contribute to the discourse around seeking more socially just and transformative digital learning and teaching experiences. Keywords - Critical Digital Pedagogy (CDP), Critical Theory, Humanising Pedagogy, Humanisation