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Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities

Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities

Isis Artze-Vega, Patricia Elizabeth Delgado
Copyright: © 2021 |Pages: 19
ISBN13: 9781799890263|ISBN10: 1799890260|EISBN13: 9781799890270
DOI: 10.4018/978-1-7998-9026-3.ch052
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MLA

Artze-Vega, Isis, and Patricia Elizabeth Delgado. "Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities." Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 979-997. https://doi.org/10.4018/978-1-7998-9026-3.ch052

APA

Artze-Vega, I. & Delgado, P. E. (2021). Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 979-997). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch052

Chicago

Artze-Vega, Isis, and Patricia Elizabeth Delgado. "Supporting Faculty in Culturally Responsive Online Teaching: Transcending Challenges and Seizing Opportunities." In Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, 979-997. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-9026-3.ch052

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Abstract

Only recently have we begun to ask what it means for online educators to work at proactively establishing culturally responsive pedagogy and learning experiences in their online classrooms. This chapter contributes to this dialogue by focusing on upon the work of those charged with supporting faculty: faculty developers, including instructional designers. After examining the current state of faculty development in the area of culturally responsive pedagogy online and the challenges therein, the authors offer an institutional case study illustrating several mechanisms through which one substantial Hispanic-serving institution has supported faculty in this critical, challenging work. Although faculty development regarding cultural responsiveness is fraught with challenges, this chapter illustrates manners in which the intersection of online professional development and cultural responsiveness brings powerful opportunities to engage and empower both faculty and students, and shares recommendations for doing so.

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