Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6598
Title: A Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and Achievement
Authors: Hickey, Daniel
Quick, Joshua
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Hickey, D. & Quick, J. (2020). A Modest Feature for Repositioning Minoritized Online Students to Support Disciplinary Engagement and Achievement. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2435-2436). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: A feature was added to an existing online graduate education course to support the engagement and learning of students who find themselves minoritized by the composition of classes and/or the disciplinary knowledge in those classes. This feature was a reflection on cultural engagement. It led to a dramatic increase in students’ use of sociopolitical controversies to frame their engagement. This allowed the instructor to reposition minoritized students and helped majoritized students recognize their potential implicit bias.
URI: https://doi.dx.org/10.22318/icls2020.2435
https://repository.isls.org//handle/1/6598
Appears in Collections:ICLS 2020

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