Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course

A critical reconceptualization of faculty readiness for online teaching

“…Considering and treating faculty as interchangeable and as subjects of a changing professional environment contrasts sharply with the cultural milieu of academia in which faculty are traditionally considered specialized experts with predictable professional trajectories. Online teaching in this manner creates tension, and even professional vulnerability, as it introduces new conditions into existing institutions with well-established structural and cultural norms Cutri et al, 2020;Mansbach & Austin, 2018).…”

Examining College Students’ Multicultural Education Perspectives

“…When students use their cultural knowledge and experience, as Cowden et al (2021) suggested, it helps them broaden their sociopolitical consciousness and cross-cultural competence. Understanding these differences help students recognize and appreciate multiple perspectives of other’s in the community (Banks & Banks, 2020; Cutri et al, 2019). In the context of the COVID-19 pandemic that has further widened the social, economic, and educational disparities, Ladson-Billings has suggested why educators should focus on diversity and greater need of culturally centered pedagogy:If we are serious about promoting a hard re-set we must re-deploy the elements of culturally relevant pedagogy—student learning, cultural competence, and sociopolitical consciousness—to better reflect students’ lives and cultures and we must re-think the purposes of education in a society that is straining from the problems of anti-Black racism, police brutality, mass incarceration, and economic inequality.…”

“…To develop worldviews and culturally response perspectives of college students, anti-racist multicultural pedagogy is recommended as an instructional approach as it balances ethnic and racial views as well as social stratification (Cutri e al., 2019; Estrada & Dowdy, 2017; Rubin, 2019). In their study, Bowman and Denson (2011) found that “the relationship between college interracial interactions and various outcomes (college satisfaction, emotional well-being, and race-related perceptions) were stronger among students who had greater pre-college exposure to racial/ethnic diversity” (p. 406).…”

“…When students use their cultural knowledge and experience, as Cowden et al (2021) suggested, it helps them broaden their sociopolitical consciousness and cross-cultural competence. Understanding these differences help students recognize and appreciate multiple perspectives of other's in the community (Banks & Banks, 2020;Cutri et al, 2019). In the context of the COVID-19 pandemic that has further widened the social, economic, and educational disparities, Ladson-Billings has suggested why educators should focus on diversity and greater need of culturally centered pedagogy:…”

Impact of Digital Transformation on Academicians’ Wellbeing: A Study with the Moderating Role of Public and Private Universities

“…A transitional phase of teachers from offline to online is demanding because teachers do not have sufficient knowledge of using technology efficiently (Gülbahar & Adnan, 2020;Kyei-Blankson et al, 2019;Mohr & Shelton, 2017). So, they are left with no choice but to adapt themselves according to the changing scenario and needs (Allen & Seaman, 2016;Cutri et al, 2020). It was a difficult task for academicians to adapt to this transformation because they were not having any past teaching experience and familiarity with the technological platforms (Petzold, 2020;Carey, 2020).…”