"Welcome to my backyard": an intersectional approach to inclusive teaching in the asynchronous learning environment.
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| Title: | "Welcome to my backyard": an intersectional approach to inclusive teaching in the asynchronous learning environment. |
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| Authors: | da Silva, Ileana1, Rogers, David1 rogersda@husson.edu, Arnett, Amy E.1 |
| Source: | Distance Education. Aug2024, Vol. 45 Issue 3, p446-451. 6p. |
| Subject Terms: | *Asynchronous learning, *Culturally relevant education, *Digital learning, *Online education, *Multicultural education |
| Abstract: | The following teaching brief advocates for the integration of lived experiences in course design as a means to facilitate equity, inclusion, and culturally responsive teaching. To address persisting inequalities and colonized structures, the authors propose an actionable insight and strategy by sharing a discussion activity in which students share photos and videos of their "backyards" as a vehicle to accentuate similarity within difference—the celebration of a diverse learning community that can only exist online. The proposed instructional activity, "Welcome to My Backyard," is informed by an understanding of how power dynamics, cultural biases, and lived experiences intersect in online education. By outlining how instructors can facilitate online discussions that drive a meta-awareness of diversity, equity, and inclusion among online learners, digital learning can be leveraged to build connections and community while encouraging critical thinking and active engagement with course materials that subvert traditional, colonial models of education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The following teaching brief advocates for the integration of lived experiences in course design as a means to facilitate equity, inclusion, and culturally responsive teaching. To address persisting inequalities and colonized structures, the authors propose an actionable insight and strategy by sharing a discussion activity in which students share photos and videos of their "backyards" as a vehicle to accentuate similarity within difference—the celebration of a diverse learning community that can only exist online. The proposed instructional activity, "Welcome to My Backyard," is informed by an understanding of how power dynamics, cultural biases, and lived experiences intersect in online education. By outlining how instructors can facilitate online discussions that drive a meta-awareness of diversity, equity, and inclusion among online learners, digital learning can be leveraged to build connections and community while encouraging critical thinking and active engagement with course materials that subvert traditional, colonial models of education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01587919 |
| DOI: | 10.1080/01587919.2024.2355538 |
