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Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning

Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning

G’han Ruth Singh
Copyright: © 2013 |Pages: 16
ISBN13: 9781466620148|ISBN10: 1466620145|EISBN13: 9781466620155
DOI: 10.4018/978-1-4666-2014-8.ch005
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MLA

Singh, G’han Ruth. "Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning." Transcultural Blended Learning and Teaching in Postsecondary Education, edited by Emmanuel Jean Francois, IGI Global, 2013, pp. 75-90. https://doi.org/10.4018/978-1-4666-2014-8.ch005

APA

Singh, G. R. (2013). Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning. In E. Jean Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education (pp. 75-90). IGI Global. https://doi.org/10.4018/978-1-4666-2014-8.ch005

Chicago

Singh, G’han Ruth. "Cyborg in the Village: Culturally Embedded Resistances to Blended Teaching and Learning." In Transcultural Blended Learning and Teaching in Postsecondary Education, edited by Emmanuel Jean Francois, 75-90. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2014-8.ch005

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Abstract

This chapter explores the tensions that exist between institutions’ surging reliance on mandated blended learning and the preference for face-to-face interaction expressed by many adult transcultural students who self-identify as members of marginalized groups. In the context of this analysis, the term “transcultural” refers to the lived experience of students who self-identify as members of marginalized groups within the context of pedagogies that are rooted in dominant cultural constructs. The chapter offers a theoretical argument outlining the existence of culturally-embedded resistances to blended education that are bound to transcultural students’ learned strategies for survival and situated ways of knowing. The chapter also highlights some current best practices and offers additional strategies for acknowledging, leveraging, and/or mitigating culturally embedded resistances to blended education. Participants’ names have been replaced by pseudonyms in order to preserve their anonymity.

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