Pedagogy is not about training, it is about critically educating people to be self reflective, capable of critically addressing their relationship with others and with the larger world. Pedagogy in this sense provides not only important critical and intellectual competencies; it also enables people to intervene critically in the world.
Alison Mann is in her 7th year as a Ph.D. candidate in the Curriculum, Teaching and Learning Department at OISE. Her research work looks at how restructuring pedagogical practices to promote intercultural communication and collaboration in increasingly diverse global online learning environments may improve student engagement and meaningful cross-cultural interactions. Alison’s professional background includes 20 years of teaching film and media education, most recently in online contexts. As a strong advocate for critical media literacy and civic engagement, Alison strives to empower students to produce media themselves in order to be active participants in a democratic society. Her recent publications include: ' Trumpy, Hear the Roar! ' The Mobilization of People and Technology for Social Change Through Women’s
Grassroots and Activist Media: A Catalyst for New Directions and Possibilities in Media Education (2018, upcoming) and A Constructivist Approach to Teaching Media Studies Using Google Drive (2016). Both
publications explore the role that participatory media production and collaboration can play in transformative pedagogy. Alison has been an invited guest at international conferences to speak about media education, film production with youth, and on the state of media
education in Ontario schools.
Alison has also pursued her own film productions, most recently as co-producer in a series of documentary films on three influential feminist educators and thinkers. The first documentary has been completed: On Being Maxine Greene (2018).
Currently, Alison is working with the Ontario Institute for Studies in Education's (OISE) Pepper Project to explore how instructor pedagogy influences instructor generated video in online graduate level teacher education courses. Further to this, Alison is interested in understanding how humanizing the online curriculum through instructor video (social presence) may be a means to increase engagement and motivation for students.