From Filtering to Freire: Critical Use of the Internet in Urban Classrooms


  • Kate E. O'Hara New York Institute of Technology



urban education, instructional technology, critical theory, autoethnography


Despite the lack of resources urban schools have in relation to their wealthier counterparts, it is crucial for educators to examine effective use of existing technologies for teaching and learning, in particular the use of the Internet. Drawing from autoethnographic research, this article addresses how the effective use of the Internet in American urban schools can be the means by which both students and teachers engage in critical thinking, critical consciousness, and a critical pedagogy (Freire, 2005) Through a social and critical theory lens, complex issues impacting meaningful use of the Internet such as classroom practices, professional development, teacher and administrator accountability, Internet filtering, and power relations within school systems, are examined.


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