Keywords

Teacher Education, Online Learning, Multicultural Education

Abstract

This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online critical multicultural education course. Findings identify steps critical multicultural education pedagogues can take to design such opportunities: (a) identify contradictions in their practice, (b) take pedagogical risks, and (c) work with chronic tensions. Designing formal opportunities for students to identify and use content from social media and the Internet as learning resources and curricular content for critical multicultural education shifted the power relations in the course. These results demonstrate the potential of critical pedagogy online to create new practices of shared knowledge construction, expertise, and authority, and to address the call for research into the potential of online environments to foster critical pedagogy.

Document Type

Peer-Reviewed Article

Publication Date

2019-08-05

Publisher

Routledge/Taylor & Francis

Language

English

College

David O. McKay School of Education

Department

Teacher Education

University Standing at Time of Publication

Assistant Professor

Download

Share

COinS