Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
DOI:
https://doi.org/10.18251/ijme.v23i3.2527Keywords:
DigitalCrit, distance education, online pedagogy, praxis, teacher dispositionsAbstract
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.
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