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Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)

Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)

Ricardo Montelongo, Paul William Eaton
Copyright: © 2019 |Pages: 22
ISBN13: 9781522578024|ISBN10: 1522578021|EISBN13: 9781522578031
DOI: 10.4018/978-1-5225-7802-4.ch003
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MLA

Montelongo, Ricardo, and Paul William Eaton. "Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)." Care and Culturally Responsive Pedagogy in Online Settings, edited by Lydia Kyei-Blankson, et al., IGI Global, 2019, pp. 41-62. https://doi.org/10.4018/978-1-5225-7802-4.ch003

APA

Montelongo, R. & Eaton, P. W. (2019). Strategies and Reflections on Teaching Diversity in Digital Learning Space(s). In L. Kyei-Blankson, J. Blankson, & E. Ntuli (Eds.), Care and Culturally Responsive Pedagogy in Online Settings (pp. 41-62). IGI Global. https://doi.org/10.4018/978-1-5225-7802-4.ch003

Chicago

Montelongo, Ricardo, and Paul William Eaton. "Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)." In Care and Culturally Responsive Pedagogy in Online Settings, edited by Lydia Kyei-Blankson, Joseph Blankson, and Esther Ntuli, 41-62. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7802-4.ch003

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Abstract

This chapter aims to introduce readers to critical theoretical orientations necessary for online pedagogues, including feminist pedagogies, praxis pedagogy, culturally relevant and sustaining pedagogy, and embodied practices. These critical theoretical orientations undergird a critical digital pedagogy in an online master's course, Diverse College Students. Critical digital pedagogical strategies employed by the authors, such as high context communication, community and relationship building, and visual and audio pedagogies, are discussed. The authors conclude the chapter by engaging in a self-reflexive activity, opening space for insights about the role of current political events, personal student successes, and an engaged community beyond the classroom. Recommendations for faculty wishing to engage a critical digital pedagogy are offered, as are recommendations for future research.

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