@article { title = {From EDUPUNK to open policy: Critical technology Praxis within higher education}, author = {Miller, Jamison}, abstract = {Emerging less than a decade ago, the term EDUPUNK sought to encapsulate the nascent rebellion against the corporatism and neoliberal ideology permeating digital aspects of higher education. A loose association of academic technologists with interests in net neutrality, open source software, hacktivism, and so on, the EDUPUNK movement has also been informing the adoption of various open practices in higher education, including open educational resources (OER). Intriguingly, university administrators and policymakers—attracted by aspects such as increased access and lower costs for students—are taking notice. In this article, I focus on developments from across the state of Virginia to introduce a critical praxis landscape from within higher education. Thus, I showcase some of the opportunities for critical technology praxis within the neoliberal(izing) university.}, year = {2017}, month = {06/2017}, publisher = {Routledge}, journal = {The Professional Geographer}, volume = {70}, issue = {1}, pages = {165-173}, country = {United States}, doi = {10.1080/00330124.2017.1326086}, issn = {1467-9272}, refereed = {yes}, keywords = {critical pedagogy, educación abierta, educación superior, education technology, higher education, neoliberal university, open education, pedagogía crítica, tecnología educativa, universidad neoliberal, 开放教, 批判教学法, 教育技术, 新自由主义大学, 高等教育}, }