Learning and Management during and after the Pandemic: Reading Student Resistance to LMS

This article explores some pedagogical challenges and opportunities introduced by higher education's increased reliance on private learning management systems (LMS) during the COVID‐19 pandemic. It theorizes LMS as an expression of neoliberalism and argues that critical literacy, as a method, should be done to (rather than simply through) LMS. Specifically, it examines two case studies of student interactions with the LMS during an asynchronous first‐year writing course.