Intersectional poetry and techno-cultural mobility: Reconstructing creativity, space, and pedagogy as global practice

This concluding chapter reviews the volume’s many contributing methodologies and charts potential developments in pedagogical practices in light of COVID-19 and the anticipated revival of the MOOC. The author argues that hybrid poetry’s compositional flexibility between material and digital forms, de-centering of writerly and readerly processes, rhizomatous formations, and utilization across multiple curricula can help teachers expand participatory culture online and inside/outside the classroom. By negotiating the slippage between different media processes and its crisscrossing of cultural and aesthetic norms, the author also argues for a techno-cultural mobility paradigm that uses hybrid poetry to highlight ongoing and relational cultural processes across variously shifting and technologically mediated contact zones, allowing teachers to measure the full range of diverse student engagement using creative, immersive, and multimodal assessment frameworks across the disciplines.