Abstract
The author shares her pedagogy in taking a conventional, campus-based graduate course, transforming it for asynchronous learning and teaching it over the World Wide Web. Some paradoxes resulted as the course changed from face-to-face to online interaction. First, the teachers were more open, frank, expansive, curious, even confessional in their willingness to share and discuss prickly issues such as White privilege, racism, educational inequities, injustice, and xenophobia than teachers have been in the campus version of the course. Second, the interaction patterns online were more equitable and cross-cultural than those in the campus version. However, many teachers questioned whether the course’s reliance on electronic technologies prevented them from “knowing the other.” Some perceived that they had to physically interact with people face to face to develop relationships across cultures—relationships that some teachers said were prerequisite to their rethinking how their own teaching could better support diversity and social justice.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
