Dilemmas in asynchronous multicultural teacher education from a relational pedagogy perspective

Abstract

In this chapter, the authors consider the possibilities and challenges of asynchronous multicultural teacher education through the lens of relational pedagogy. By multicultural education courses, the authors refer to courses that address issues related to diversity, equity, inclusion, and justice. The authors present a case narrative about David, a teacher educator who teaches a course titled Teaching for Justice, Equity, and Inclusion both face-to-face and asynchronously. Next, an overview of the research literature on multicultural education, inclusive learning environments, online education, asynchronous education, and asynchronous multicultural education is provided. The following sections provide an outline of the tenets of relational pedagogy as conceptualized by Hinsdale and use each tenet to analyze David's case. Recommendations for how David might address the challenges he faces across course modalities are provided. Finally, the chapter concludes with implications, further considerations, and discussion questions.

Department(s)

School of Teaching, Learning and Developmental Science

Document Type

Article

DOI

10.4018/978-1-6684-3819-0.ch008

Publication Date

6-24-2022

Journal Title

Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education

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