RT Article
T1 Online Classrooms and Ontological Crises: Pedagogies of Porosity and Political Participation
JF Journal of pastoral theology
VO 27
IS 3
SP 171
OP 180
A1 Moon, Zachary
LA English
YR 2017
UL https://ixtheo.de/Record/1663306699
AB The purpose of this article is to explore the challenges and opportunities in engaging theological education in online classrooms, with particular attention to how these online classrooms can nurture democratic participation and empower political agency. Charles Taylor and others utilize the imagery of "porous" and "buffered" in describing selves and spaces, and this article advocates for disrupting patterns of buffering-practices that seek to dominate and guard against intersubjective influencers-and envisions how more porous learning environments where multiple, co-creative agents of learning as well as contexts and communities are invited into the learning process. Ella Baker, a crucial pedagogue of the Civil Rights Movement, serves as an interlocutor in reimagining political participation in educational and formational spaces.
K1 Pedagogy
K1 Activism
K1 online teaching
K1 Pastoral Theology
K1 porous
K1 Theological Education
DO 10.1080/10649867.2018.1452690