Abstract
The increase in online education programs, accompanied by the current COVID-10 pandemic, has led universities to reconsider alternative ways to prepare teachers for social justice. One under-researched area in this conversation is the need for teacher candidates to examine their racialized expectations that often negate students of color in TK-12 classrooms. This self-study describes one faculty member’s digital critical race praxis (DigitalCrit praxis) as a mediator of her expectations to prepare pre-service teachers for social justice. Research findings have implications for critical multicultural education, digitally based instruction, and teacher preparation.
Original language | English (US) |
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Pages (from-to) | 7-24 |
Number of pages | 18 |
Journal | International Journal of Multicultural Education |
Volume | 23 |
Issue number | 3 |
DOIs | |
State | Published - 2021 |
Keywords
- DigitalCrit
- distance education
- online pedagogy
- praxis
- teacher dispositions
ASJC Scopus subject areas
- Social Sciences (miscellaneous)