Without consideration of its past, present, or future, critical digital pedagogy may become irrelevant before it begins in earnest. The forces of neoliberalism that critical pedagogues hoped to expose and remove have become extremely adept at moving into digital spaces. Online institutions run by for-profit companies attract students from vulnerable populations — the very populations that critical pedagogues aspire to help. For-profit institutions are often a mixed bag, at best, for these students, but more public and nonprofit institutions model their online offerings to compete with for-profit models. While some professors and academics have resisted changes, the classes they’ve protected were upper-division seminars rather than developmental or basic courses. Educational experiences that create common ground rather than career or academic tracks have migrated into spaces for efficiency, thus reducing traditional liberal arts and sciences to more closely resemble for-profit colleges’ career-focused format.
The rise of the for-profit online classroom is well documented, and the expansion of for-profit education, in part, is the result of various decisions made by higher education institutions. While elite institutions were mostly preserved, public schools, especially community colleges, were hurt by the expansion of online education. Spaces for critical, engaged learning in communities gave way to large digital spaces driven by profit motivations. Some of these institutions are starting to falter, and the space for these failures allow for a critical digital pedagogy to enter online spaces. However, critical digital pedagogues need to consider how they can make critical pedagogy resonate with the public, and use critical theory to examine digital tools and new methods.