Open AccessFostering Pre-Service Teachers’ Antiracist Expectations through Online Education: Implications for Teacher Education in the Context of Global Pandemics
Author(s) -
Leticia Rojas,
Daniel D. Liou
Publication year - 2021
Publication title -
international journal of multicultural education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.472
H-Index - 16
ISSN - 1934-5267
DOI - 10.18251/ijme.v23i3.2527
Subject(s) - praxis , sociology , teacher education , pedagogy , context (archaeology) , conversation , social justice , multicultural education , critical theory , pandemic , multiculturalism , psychology , covid-19 , political science , social science , medicine , paleontology , disease , communication , pathology , infectious disease (medical specialty) , law , biology
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.