Educational standards limit the consciousness towards which critical pedagogy aims. Yet, those committed to developing critical digital pedagogies need to pay attention to standards anyway. Specifically, critical digital pedagogues at all levels of education must familiarize themselves with standards regarding Information and Communications Technology (ICT) literacy; K-12 educators because these standards may dominate your teaching circumstances, and post-K-12 because these standards will have dominated the learning circumstances of your students. Promoted by organizations such as the International Society for Technology in Education (ISTE), the Partnership for 21st Century Skills (P21), and the Common Core State Standards Initiative (CCSSI), standards for ICT literacy represent a key component of cultural and political oppression with which all of our students must become critically conscious.
Let me slow down a bit, lest I fall prey to a common complaint about critical pedagogy in any form. I am not suggesting organizations like the ISTE, P21, or CCSSI (and the governments that listen to them) are promoting ICT literacy standards designed to systematically oppress students (and teachers) required to adhere to them; this is not a call to gather your pitchforks and torches. Rather, I am suggesting these organizations and governments are promoting ICT literacy standards that are limited, and therefore limiting. In their current state, these standards generate a culture of silence about some of the possibilities of ICT literacy in and for education, and the capabilities of teachers and students engaged with technologies in the classroom.