Digital Pedagogy Lab 2017 Fellowships
(Deadline 01/25)

Because this is what scholarly, pedagogical work should look like.

“There are not enough Chicana voices. There are not enough Black voices. There are not enough First Nation voices. There are not enough trans voices. There are not enough women’s voices. There are not enough queer voices.”  ~ Digital Pedagogy Lab 



APPLY by Jan 25th:

Join us this Summer at the Digital Pedagogy Institute. Send questions/inquiries to Brad Hinson or Remi Kalir.


“Critical Pedagogy, in particular, positions itself as a response to oppression, and as such some of the most powerful voices in Critical Pedagogy have risen out of marginalized communities. The work we’ve done at Digital Pedagogy Lab and Hybrid Pedagogy has been not only inspired by the work of real struggle that came before us, but also built upon it. Hybrid Pedagogy, the journal, was started to give voice to those whose ideas, and whose communities of practice, had little or no platform within academia. For years, the journal has worked to sustain and even popularize a space where those voices could not just be heard, but could also contribute to and inspire a movement within the academy that might lend more agency to those oppressed by its bureaucracy, its less benign tendencies, its whiteness.

Today, we are opening applications for fellowships at the 2017 Institute, which will be held August 7 – 11 in Fredericksburg, VA. Fellows at the 2017 Institute will be asked to lead a 75-minute workshop, to attend and contribute to one track, and to blog about their experiences. Each fellowship will include registration fees and a $1,000 stipend to defray the cost of travel and lodging.

We are offering these fellowships exclusively to people from communities underrepresented in academia. This is not as much an effort to “balance the scales” as it is an invitation to voices who are not heard from at other academic conferences. Digital Pedagogy Lab was built as a welcoming, affirming environment, a place where stories from all over academia could be told and heard. And we acknowledge that, in order to keep it that way, we must make an active effort to keep the doors open to those for whom doors are more often closed. Because this is what scholarly, pedagogical work should look like.”