Examining Critical Cosmopolitan Moments in Digitally Mediated Transnational Interactions between Chinese and American Language Teachers

• In Event: AERA Roundtable Session Wednesday 7:45 am - Gold 1
  In Roundtable Session: Tracing Trajectories: Teachers Reframing Transational Identities and Practice

Abstract

The COVID-19 pandemic emphasized the need for teacher education to foster empathy and global awareness (Kerkhoff, 2020). Language teachers are uniquely positioned to address equity and diversity, yet raising awareness of power and privilege remains a persistent challenge (Hawkins & Norton, 2009). This study examines how digitally mediated transnational communication among four Chinese and American language teachers led to critical transformations in their views on social justice and global citizenship. Through reflective dialogue on identity, safety, and difference, participants have shown attitudinal shifts, expanded perspectives, and deepened beliefs on topics about social justice, diversity, and global citizenship. These findings highlight the transformative potential of digital, cross-cultural collaboration in preparing critical cosmopolitan educators for the complexities of today’s diverse and interconnected classrooms.

Author

• Yuxiang Zhu, Minnesota State University - Mankato