A Lens for Examining Inequity, Culture, and Identity: A Self-Study of Discourse on Multimodal Learning Representations

• In Event: Self-Study Inquiries in Pre-K–12 and Teacher Education

Abstract

Two teacher-researchers from diverse public school settings formed a “critical friends”  partnership to investigate the pedagogical tools and understandings associated with multimodal  learning representations. They aimed to embrace and disrupt notions about identity and power as  seen in their multimodal learning representations. They also desired to understand where they  aligned or contradicted with their students’ perceptions of inequity, identity, and culture. The  authors’ combined efforts brought forth an examination of the different functions, forms, and  modes of multimodal learning representations. They situated their research in the methodological  approach of self-study so they could explore, challenge, and enact upon their professional  practices, with the goal of improving their teaching, learning, and scholarship. 

Authors

• Elsie Lindy Olan, University of Central Florida

• Julie A Pantano, St. Johns County School District