Critical pedagogy and digital liberation: A Freirean debate for SoTL

Abstract

This article examines digital inequality through the lens of critical pedagogy, as defined by Paulo Freire, and as articulated by bell hooks. It posits that digital inequality is an extension of broader socio-cultural disparities and scrutinises the implications for lecturers and students in a digital-centric academic environment. The discussion extends beyond the mere availability of digital tools and addresses the need for institutional paradigm shifts fostering creative practice that empowers all participants in the educational process to engage with digital tools effectively. The critique of ‘Technology Enhanced Learning’ (TEL) focuses on its role in Higher Education and employability, advocating for a reevaluation that centres on the individuals most impacted by digital educational policies.