The Culture of Power Online
Cultural Responsiveness and Relevance in Vendor-Developed Online Courses
Bibliographic Data
| ID | 10856604 |
|---|---|
| Authors | Jennifer Darling-Aduana (0000-0002-7940-5662, Georgia State University, Atlanta, GA, USA, corresponding author), Annalee Good (University of Wisconsin-Madison, Madison, WI, USA), Elisabeth Geraghty (University of Wisconsin-Madison, Madison, WI, USA) |
| Year | 2022 |
| Volume | 57 |
| Issue | 4 |
| Pages | 714-742 |
| Publication date | 2022-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085920972169 |
| OpenAlex | W3103298596 |
| Language | EN |
| Citations received | 7 |
| References cited | 41 |
With the expansion of online instruction in K-12 education, how and what is taught in a single course has the potential to affect the learning of thousands of students. Our mixed method study applies a critical lens to examine the extent to which four widely used online high school courses are culturally relevant and responsive. Online lessons reflected a culture of power, emphasizing normative cultural narratives, retreating to symbolic use versus application, and presenting neoliberal ideologies as fact. We end with a discussion of how systems can be leveraged to improve the educational experiences provided to students enrolled online
Cultural diversity · Ideology · Mathematics education · Narrative · Normative · Pedagogy · Political science · Power (physics) · Relevance (law) · Sociology · Vendor · Critical Race Theory in Education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Psychology
Authenticity, engagement, and performance in online high school courses
Representation Is Not Enough
Culturally Relevant Pedagogy in K–12 Online Learning
Centering Student Voice to Reimagine Curriculum and Instruction in an Online Citizenship Course
The Potential, Reality, and Contextual Pressures Shaping Instructional Practices in a Virtual School
Virtual Connections
Examining the Impacts of a Developmentally Appropriate, Culturally Relevant Virtual School on Student Outcomes
Life in Schools
The New Political Economy of Urban Education
The Theory and Practice of Culturally Relevant Education
Creating Difference
The “New Racism” of K–12 Schools
Justice‐centered science pedagogy
Chapter 1
Ideology and Curriculum
Racism Without Racists
The Routledge International Handbook of Critical Education
Culturally Relevant Pedagogy in a Diverse Urban Classroom
Igniting the Fire Within Marginalized Youth
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education
Culturally Relevant Science Teaching in Middle School
Hybrid Texts
Addressing the Achievement Gap and Disproportionality Through the Use of Culturally Responsive Teaching Practices
But What is Urban Education
Culturally Relevant Pedagogy 2.0
Culturally Sustaining Pedagogy
Student Enrollment Patterns and Achievement in Ohio’s Online Charter Schools
The Causal Effects of Cultural Relevance
A Look Inside Online Educational Settings in High School
Stereotype threat and the intellectual test performance of African Americans
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
Toward a Theory of Culturally Relevant Pedagogy
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
| Citations per year | 1.4 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |