Abstract

This semester-long microethnography explores how the emotional geography in two online, synchronous critical multicultural education courses are shaped by online interactions and infrastructures as well as social frames. Using a microethnographic approach, video data, interviews, and open-ended questionnaires revealed patterns of interactions suggesting an online emotional geography characterized by a duality of physical place and online space. Key findings suggest that the levels of permeability in student and instructor's physical location influence how online participants gave or received emotion gifts and performances in online spaces. This study further supports emergent research suggesting gender frames as relevant in students' level of online participation and instructors' perception of professionality. Implications include an increased level of emotion work as instructors and students manage complex identities in online classrooms. Furthermore, online instructors should be aware of the unique characteristics of the online emotional geography as they seek to create more equitable online communities of learning.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2022-04-13

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd12694

Keywords

emotional geographies, Zoom, place and space, teacher education, microethnography

Language

english

Download

Included in

Education Commons

Share

COinS