The Entanglement of Culturally Responsive Teaching with Online Learning Environments: Pedagogy, Politics, and Technology

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Elevating Student Voices in Online Learning Environments

Abstract

Responding to online CRP/CRT under threat while increasing importance, this post-qualitative inquiry investigates how the intricate entanglements of pedagogy, politics, and technology are unfolded in online learning environments. We analyzed 147 faculty responses on supporting racially diverse students in remote teaching. This study adopts a sociomaterial perspective (Fenwick, 2015), embracing the role of non-human (e.g., technology) in constituting everyday practices and resisting hasty dichotomous frames. We were affected by the moral polarization paralyzing pedagogical action; and embodied interaction becoming unstable online. Our research illustrates how the entanglements of pedagogy, technology, and politics resulted in “treating all students the same” in online learning environments, helping proponents of online CRP/CRT to navigate these discursive and material challenges.

Authors

• YangHyun Kim, City University of New York

• Alex Kumi-Yeboah, University at Albany - SUNY

• Woomok Jeong, University of Wisconsin - Madison