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Rogers, R. (2013). Cultivating Diversity through Critical Literacy in Teacher Education. In J. R. C. Kocnik (Ed.), Literacy Teacher Educators: Preparing Teachers for a Changing World (pp. 7-19). Sense.
https://doi.org/10.1007/978-94-6209-200-6_2

has been cited by the following article:

• TITLE: Critical Digital Pedagogy and Innovative Model, Revisiting Plato and Kant: An Environmental Approach to Teaching in the Digital Era

  AUTHORS: Lucy Lunevich

  KEYWORDS: Critical Digital Pedagogy, Learning Styles, Pedagogy, Social Pedagogy, Innovative Model

  JOURNAL NAME: Creative Education, Vol.12 No.9, September 7, 2021

  ABSTRACT: Like any kind of innovation, innovation in pedagogy specifically critical digital pedagogy takes new ideas and practices and brings them together in new ways to solve problems which presently do not have adequate solutions. Developing new pedagogical models, however, involves both the identification of problems and testing the old practices and the suggestion of novel practices. The present research evaluates various themes of critical pedagogy, suggests an innovative model, and focuses on intentions when evaluating pedagogies rather than assuming they all have the same purpose. It suggests a critical digital pedagogy framework for the multitude of decisions teachers make to assess their own teaching and the digital literacy of their students.