The inherently conflicted, and ultimately compromised, nature of commitment to equity expressed by members of dominant social identity groups who, on one hand seek social justice for all peoples, but on the other hand seek to maintain their unjust advantage over members of non-dominant social identity groups.
Published in Chapter:
Speaking with Trunks, Dancing with the “Pink Elephants”: Troubling E-Racism, E-Classism, and E-Sexismin Teaching Multicultural Teacher Education
Christine Clark (University of Nevada Las Vegas, USA) and Gwen Stowers (National University, USA)
Copyright: © 2016
|Pages: 20
DOI: 10.4018/978-1-4666-9970-0.ch005
Abstract
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.