A Path to Decolonizing the Online Classroom

Authors

Erin Woodford, University of Lethbridge Calgary Campus, Queen's UniversityFollow

Keywords

Anti-racist Pedagogy, Decolonization, Digital Equity, Education, Inequity, Online Classroom, Social Determinants of Health, UNESCO, United Nations

Abstract

Designing our online classroom is more than just putting content online or showing up on video conferencing as scheduled. The inequities across regions that inhibit success with online learning may affect students anywhere at any time. How do you navigate what inequities our learners may face? Are decolonization strategies the key to creating a more equitable, student-centered classroom? This paper illustrates the autoethnographic case study research process of decolonizing the online classroom that takes the researcher to the United Kingdom and back to the US and Canada to realize how global decolonization varies, yet how using an equity lens in designing courses can create a student-centered online classroom.

DOI

10.15760/nwjte.2022.17.1.4

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/37181

Recommended Citation

Woodford, Erin (2022) "A Path to Decolonizing the Online Classroom," Northwest Journal of Teacher Education: Vol. 17 : Iss. 1 , Article 4.
DOI: https://doi.org/10.15760/nwjte.2022.17.1.4