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Journal of Teacher Education
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The Paradoxes of Teaching a Multicultural Education Course Online

Merry M. Merryfield

The Ohio State University

The author shares her pedagogy in taking a conventional, campus-based graduate course, transforming it for asynchronous learning and teaching it over the World Wide Web. Some paradoxes resulted as the course changed from face-to-face to online interaction. First, the teachers were more open, frank, expansive, curious, even confessional in their willingness to share and discuss prickly issues such as White privilege, racism, educational inequities, injustice, and xenophobia than teachers have been in the campus version of the course. Second, the interaction patterns online were more equitable and cross-cultural than those in the campus version. However, many teachers questioned whether the course’s reliance on electronic technologies prevented them from "knowing the other." Some perceived that they had to physically interact with people face to face to develop relationships across cultures—relationships that some teachers said were prerequisite to their rethinking how their own teaching could better support diversity and social justice.

Journal of Teacher Education, Vol. 52, No. 4, 283-299 (2001)
DOI: 10.1177/0022487101052004003
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