Abstract
The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.
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