“Research on multicultural learning has focused on formal and local settings, such as schools, but young people are interacting with, and therefore learning from, informal settings and nonlocal contexts, including online platforms.” (Kim, 2016, p. 1). The instructor must be vigilant in selecting online teaching pedagogy when offering sensitive topics of courses because face-to-face intimacy is usually a component of more traditional courses in diversity (Matloob Haghanikar, 2019). The purpose of this current paper is to align critical parts of an experiential race relations curriculum (Clarke, 2019; Kranz & Lund, 2004) in a face-to-face setting with digital technologies available for use in distance education, specifically synchronous and asynchronous online delivery. We outline the original course components and show how technology can be aligned.
Kranz, P. L., Sale, P., & Lowdermilk, J. (2020). It’s the Experience Not the Format: Successful Techniques to Transition Social Justice Coursework To a Distance Delivery Format. National Social Science Technology Journal, 8(2), 59–67.
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National Social Science Technology Journal