Incorporating Social Justice and Multiculturalism into the Online Classroom
$30.00
Presented by Tricia M. Mikolon, PhD and Debra Perez, PhD
Access provided upon registration on “My Courses” page
Multiculturalism and social justice are words that have become intertwined in education, but what do those words mean and how do educators incorporate these into the online classroom? Multiculturalism can be defined as “The presence of, or the support for the presence of, several distinct cultural or ethnic groups within a society” (Dictionary, n. d.), focusing on the diversity of students and educators while striving for the inclusion and respect of each individual considering the interconnectedness of the various identities held by each person, including culture, gender, spirituality, orientation, ethnicity, race, age, ableness, socioeconomic and educational status, and the like. Goodman et al. (2004, p. 795) proposed a definition for social justice to be “The scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination”. This is embodied by awareness of individual histories and experiences, considering differences in “in developmental status, learning styles, and varying frames of reference for interpretation and application of concepts and skills being learned” (Ramsey et al., 2003, p. 153).
But how does the online educator incorporate these into their courses, regardless of topic? Multiculturalism can be addressed using inclusive language and materials that represent multiple culture and identities as well as providing multiple teaching and assessment modalities that accommodate and reflect various learning styles, abilities, age, and worldviews. Instructors can accomplish this through the incorporation of regular discussions which illicit student feedback and encourage the open sharing of viewpoints and experiences. Social justice issues can be assessed by exploring the societal values, structures, policies and practices that impact individuals within each subject topic of a course openly and freely. Educators can enhance this understanding and appreciation of social justice by supporting student autonomy and valuing the perceptions and experiences of each member of the classroom, supporting each to share their views free from judgement of others. Providing each student with the same opportunities and a “level playing field” upon which to learn reinforces social justice as a fundamental aspect and consideration of each interaction we have in the classroom.
Acknowledging that faculty and students each come from diverse cultures and backgrounds is essential for supporting student success in the classroom. Incorporating materials, creating assignments, using language, and creating a learning environment which both supports and reflects this diversity is imperative. This inclusion and respect create both a sense of community and encourages students to address personal biases and explore other’s viewpoints without fear of retaliation or judgement.
A healthy classroom will consider and incorporate inclusion, advocacy, and collaboration while encouraging autonomy and reveling in cultural differences. Acknowledging differences among members of a classroom allows for the celebration of these unique experiences and perceptions while creating an environment that advocates for self-expression and efficacy. Such a learning environment allows the “complexity of identity” (Mikolon & Hatfield, 2022, p. 56) to be embraces and each member to feel understood and accepted for who they are and what they believe, resulting in an environment that encourages the exchange of ideas and perceptions and fosters successful learning.
This presentation aims to assist learners in developing an understanding and appreciation of both multiculturalism and social justice considerations in the online classroom while learning to assess and incorporate aspects of each into their daily interactions with students. Awareness of these topics, assessing their presence in the current curriculum regardless of topic, and actively creating a learning environment in which both are present, respected, and incorporated enhances student success. This presentation will assist learners in accomplishing each of these and role model these considerations for future counselor educators in their current classes.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs
Description
Presented by Tricia M. Mikolon, PhD and Debra Perez, PhD
Access provided upon registration on “My Courses” page
Multiculturalism and social justice are words that have become intertwined in education, but what do those words mean and how do educators incorporate these into the online classroom? Multiculturalism can be defined as “The presence of, or the support for the presence of, several distinct cultural or ethnic groups within a society” (Dictionary, n. d.), focusing on the diversity of students and educators while striving for the inclusion and respect of each individual considering the interconnectedness of the various identities held by each person, including culture, gender, spirituality, orientation, ethnicity, race, age, ableness, socioeconomic and educational status, and the like. Goodman et al. (2004, p. 795) proposed a definition for social justice to be “The scholarship and professional action designed to change societal values, structures, policies, and practices, such that disadvantaged or marginalized groups gain increased access to these tools of self-determination”. This is embodied by awareness of individual histories and experiences, considering differences in “in developmental status, learning styles, and varying frames of reference for interpretation and application of concepts and skills being learned” (Ramsey et al., 2003, p. 153).
But how does the online educator incorporate these into their courses, regardless of topic? Multiculturalism can be addressed using inclusive language and materials that represent multiple culture and identities as well as providing multiple teaching and assessment modalities that accommodate and reflect various learning styles, abilities, age, and worldviews. Instructors can accomplish this through the incorporation of regular discussions which illicit student feedback and encourage the open sharing of viewpoints and experiences. Social justice issues can be assessed by exploring the societal values, structures, policies and practices that impact individuals within each subject topic of a course openly and freely. Educators can enhance this understanding and appreciation of social justice by supporting student autonomy and valuing the perceptions and experiences of each member of the classroom, supporting each to share their views free from judgement of others. Providing each student with the same opportunities and a “level playing field” upon which to learn reinforces social justice as a fundamental aspect and consideration of each interaction we have in the classroom.
Acknowledging that faculty and students each come from diverse cultures and backgrounds is essential for supporting student success in the classroom. Incorporating materials, creating assignments, using language, and creating a learning environment which both supports and reflects this diversity is imperative. This inclusion and respect create both a sense of community and encourages students to address personal biases and explore other’s viewpoints without fear of retaliation or judgement.
A healthy classroom will consider and incorporate inclusion, advocacy, and collaboration while encouraging autonomy and reveling in cultural differences. Acknowledging differences among members of a classroom allows for the celebration of these unique experiences and perceptions while creating an environment that advocates for self-expression and efficacy. Such a learning environment allows the “complexity of identity” (Mikolon & Hatfield, 2022, p. 56) to be embraces and each member to feel understood and accepted for who they are and what they believe, resulting in an environment that encourages the exchange of ideas and perceptions and fosters successful learning.
This presentation aims to assist learners in developing an understanding and appreciation of both multiculturalism and social justice considerations in the online classroom while learning to assess and incorporate aspects of each into their daily interactions with students. Awareness of these topics, assessing their presence in the current curriculum regardless of topic, and actively creating a learning environment in which both are present, respected, and incorporated enhances student success. This presentation will assist learners in accomplishing each of these and role model these considerations for future counselor educators in their current classes.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, or 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs
