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The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom: E-Racism, E-Classism, and E-Sexism

The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom: E-Racism, E-Classism, and E-Sexism

Christine Clark, Gwen Stowers
Copyright: © 2012 |Pages: 19
ISBN13: 9781613500712|ISBN10: 1613500718|EISBN13: 9781613500729
DOI: 10.4018/978-1-61350-071-2.ch003
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MLA

Clark, Christine, and Gwen Stowers. "The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom: E-Racism, E-Classism, and E-Sexism." Meta-Communication for Reflective Online Conversations: Models for Distance Education, edited by Ugur Demiray, et al., IGI Global, 2012, pp. 40-58. https://doi.org/10.4018/978-1-61350-071-2.ch003

APA

Clark, C. & Stowers, G. (2012). The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom: E-Racism, E-Classism, and E-Sexism. In U. Demiray, G. Kurubacak, & T. Yuzer (Eds.), Meta-Communication for Reflective Online Conversations: Models for Distance Education (pp. 40-58). IGI Global. https://doi.org/10.4018/978-1-61350-071-2.ch003

Chicago

Clark, Christine, and Gwen Stowers. "The Meta-Communicative, Yet Dancing ‘Pink Elephants’ in the Online Multicultural Teacher Education Classroom: E-Racism, E-Classism, and E-Sexism." In Meta-Communication for Reflective Online Conversations: Models for Distance Education, edited by Ugur Demiray, Gulsun Kurubacak, and T. Volkan Yuzer, 40-58. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-071-2.ch003

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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.

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