Facebook as public pedagogy: A critical examination of learning, community, and consumption

Richard L. Freishtat, Jennifer Sandlin

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Scopus citations

Abstract

This chapter explores the emergence of online digital media, specifically Facebook, as a space of resistance and submission to consumerist ideologies. Online digital media function as a form of public pedagogy, serving as a platform for implicit lessons in cultural norms and roles that reinforce hegemonic social structures operating in the physical world. In this chapter, we raise issues and questions regarding the determinacy of online digital media: is Facebook a pedagogical tool for reinforcing corporate interests or does it have the potential to be a space of resistance and democratic discourse? The study of the public pedagogy of online digital media calls for a reconceptualization of learning as a collaborative, social process in which adult learners assume predetermined social roles as well as have the potential to create new knowledge forms within virtual communities.

Original languageEnglish (US)
Title of host publicationAdult Learning in the Digital Age
Subtitle of host publicationPerspectives on Online Technologies and Outcomes
PublisherIGI Global
Pages148-162
Number of pages15
ISBN (Print)9781605668284
DOIs
StatePublished - Dec 1 2009

ASJC Scopus subject areas

  • Social Sciences(all)

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    Freishtat, R. L., & Sandlin, J. (2009). Facebook as public pedagogy: A critical examination of learning, community, and consumption. In Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes (pp. 148-162). IGI Global. https://doi.org/10.4018/978-1-60566-828-4.ch014