Critical Access sugests:

• In what ways might the classroom's work provide students the opportunities and agency to critique, resist, and avoid the tools and technologies of the academy and of the classroom itself?
• How can students' engagement with their access to the various technologies that construct the course also offer them ways to critique and resist the very grading mechanisms of the class, group discussion and collaborative activities, the use of word processors and computers for drafting documents, the use of the Internet for research, or any CMSs used, the use of standard conventions of academic discourses, or even the technology of the "essay" as the archetype for demonstrating thinking and the measurement of learning?