Hybrid Pedagogy is an an open-access, peer-reviewed academic journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses for technology and new media in education. It voids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications and invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective.

Hybrid Pedagogy remains centered on praxis — the blend of theory and practice that develops with experience and reflection. Articles in this journal combine personal experience, current conversations in academia, and a theoretical foundation that presumes the value, strength, and independent thinking of all learners. As such, Hybrid Pedagogy is not ideologically neutral. The journal’s principles can be found not only in its name and in articles like “What is Hybridity?”, but also in the works of critical pedagogues like Paulo Freire and bell hooks.

Education happens everywhere — all the time — and people must be empowered to learn and teach throughout their lives. And because technology appears everywhere and is incorporated in all aspects of our lives, from the device you’re using to read this to the designed textiles you’re wearing, people must also be empowered to conscientiously evaluate the role of technology in their learning and teaching. Thus, Hybrid Pedagogy exists to explore those connections: the contact points and interconnectedness of learning, teaching, and technology in our lives. Our work is the work of advocacy — advocating for teachers, advocating for marginalized voices in education, but first and foremost advocating for students and learners.