A.Walker

C. R.Lawrence

C.Clark

G.Anzaldúa

H. A.Giroux

L.Delpit

M. L.McPhail

M.Adams

M.Foucault

M.Moore

P.Freire

P.Gurin

P.McLaren

S.Hurtado

T.Morrison

X.Zuñiga

X.Zúñiga

This chapter takes a contrary view of the “meta” aspect of meta-communication (where meta is defined as “behind” or “beneath”) in the online multicultural teacher education classroom, arguing that such communication inhibits learning about (content) and through (pedagogy) sociopolitically-located multicultural teacher education by enabling e-racism, e-classism, and e-sexism to operate in largely covert manners in the distance education context. Accordingly, this chapter contends that digital meta-communication on issues of race/ethnicity, socioeconomic class, and sex/gender needs to be “de-meta-ed” or made explicit in order for the kind of liberatory reflective conversation on these topics to occur that is foundational to the adequate preparation of PK-12 teachers to effectively educate all students.</jats:p

Christine Clark

Gwen Stowers

Crossref

The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom

The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom

Abstract

Similar works

Full text

Available Versions

Crossref