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245	0	0	_aCritical mobile pedagogy : _bcases of digital technologies and learners at the margins / _cedited by John Traxler and Helen Crompton.
264		1	_aNew York : _bRoutledge, _c2020.
300			_a1 online resource (viii, 236 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
505	0		_aIntroduction -- 1. The Ju/'hoan of Nyae Nyae: A Case of Exclusion and Ka Jan -- 2. Combining Robust Technology and Gamified Learning to Democratize Access to Growth Mindset -- 3. Our Town: Towards Creative Mobile Learning in Community Focused Place-Based Education -- 4. Digital Inequities in Rural Alaska -- 5. Mobile Device Literacy: Status and Needs of Women in Senegal -- 6. Supported Mobile Learning in the "Third Spaces" Between Non-Formal and Formal Education for Displaced People -- 7. Towards Participatory MOOCs -- 8. Mobile Information Literacy and Public Access in the Era of Post-Truth: Reflections from Community Curricular Experiences in Latin America -- 9. Awakening Sleeping Languages in Saskatchewan with Culturally Appropriate Curricula and Technology
505	8		_a10. Empathy-Driven Mobile App Development (MAD) without Coding: A Case of Citizen Developers -- 11. Technology-Enhanced Higher Education for Refugees -- 12. Disadvantaged Learners and the Digital Contractor: A Critical Perspective on Mobile Learning in the Global South with Reference to Paolo Freire -- 13. Mobile Learning Project Reports: A Contractor Delivery Review of Three Services for Disadvantaged and Marginalised Global South Learners -- 14. Post-Critical Mobile Pedagogy in Aboriginal and Torres Strait Islander Contexts -- 15. Mobile Assisted Third Space (MATS) in the Margins: A Tool for Social Justice and Democracy -- Conclusion: Breaking Hegemonic Structures and Conventions in Looking Towards a Critical Mobile Pedagogy -- List of Contributors -- Index.
520			_aCritical 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.
588			_aOCLC-licensed vendor bibliographic record.
650		0	_aMobile communication systems in education.
650		0	_aEducational technology.
650		0	_aEducational equalization.
650		7	_aEDUCATION / General _2bisacsh
700	1		_aTraxler, John, _eeditor.
700	1		_aCrompton, Helen, _eeditor.
856	4	0	_3Taylor & Francis _uhttps://www.taylorfrancis.com/books/9780429261572
856	4	2	_3OCLC metadata license agreement _uhttp://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
999			_c127294 _d127294