Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics

Authors

  • Dr. Leticia Rojas Pasadena City College
  • Dr. Daniel D. Liou Arizona State University

DOI:

https://doi.org/10.18251/ijme.v23i3.2527

Keywords:

DigitalCrit, distance education, online pedagogy, praxis, teacher dispositions

Abstract

 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.

Author Biography

Dr. Leticia Rojas, Pasadena City College

 

 

 

Additional Files

Published

2021-12-30

How to Cite

Rojas, L., & Liou, D. (2021). Fostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics. International Journal of Multicultural Education, 23(3), 7–24. https://doi.org/10.18251/ijme.v23i3.2527