Name
Abstract | ||
|---|---|---|
AbstractThe growing field of online education has developed inside a cultural context rooted in racism, classism, sexism, and other forms of inherent bias. Likewise, the design and development of online curriculum is not excluded from the biases that have historically plagued face-to-face curriculum. In this article, the authors call online teachers into action by encouraging them to adopt an engaged instructional design praxis that builds learning environments inclusive of racial, ethnic, and gender diversity. Through the use of culturally responsive teaching, online teachers can create spaces of counter narrative that address curricular blindnesses and promote social justice. |
Year | DOI | Venue |
|---|---|---|
2017 | 10.4018/IJOPCD.2017010104 | Periodicals |
Keywords | DocType | Volume |
Counter-Narratives, Culturally Responsive Teaching, Curricular Blindnesses, Online Education, Social Justice Praxis | Journal | 7 |
Issue | ISSN | Citations |
1 | 2155-6873 | 0 |
PageRank | References | Authors |
0.34 | 2 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Xeturah M. Woodley | 1 | 0 | 0.34 |
| Gaspard Mucundanyi | 2 | 0 | 0.34 |
| Megan Lockard | 3 | 0 | 0.34 |