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Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice
ARTICLE

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AIJEPR Volume 2, Number 1, ISSN 2153-7615

Abstract

This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters' students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive "other," and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: engaging in moral conversations; adopting bilateral teaching tools; strategizing for collaborative alliances; and enabling emblematic change.

Citation

Osanloo, A.F. & Hand, T.W. (2012). Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice. Administrative Issues Journal: Education, Practice, and Research, 2(1), 26-42. Retrieved November 20, 2019 from .

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