Designing Intersectional Online Education

Xeturah M. Woodley is the Associate Vice President for Instruction at Guilford Technical Community College, USA.Mary F. Rice is an Assistant Professor in the Department of Language, Literacy, & Sociocultural Studies at the University of New Mexico, USA.

• 1. Critical Pedagogy & Culturally Responsive Pedagogy: An Introduction 2. Designing for Cultural Responsiveness in P20 Online Learning Environments 3. Interest Convergence: Higher Education Fragility, Online Learning, and Critical Race Theory 4. We Are One, but We Are Many: Using DStudies to Inform Intersectional Education online 5. Womanist and Feminist Pedagogy: Infusing the Wisdom of Women into Online Education 6. Multiplying the Possibilities of Knowledge: Queering Online Teaching and Learning 7. Using Freirean and Rogerian Theory to Create Anti-racist and Peace-based Intersectional Online Learning Communities 8. Telecollaboration and Critical Cultural Connections 9. Queering Online Pedagogies in Gender & Sexuality Studies 10. Tensions in Adapting a Mandatory Indigenous Education Course to an Online Environment 11. An Autoethnographic Rhapsody of Learning to Teach Diverse K-12 Students Online 12. Teaching writing informed by Systemic Functional Linguistics: Bringing Professional Development Up to Scale Through Online Courses

"Recent events have highlighted the ways in which society has systematically excluded and disregarded all but the privileged in almost every aspect of life, not the least of which being research and education systems. As we evolve into a more just world that builds and examines evidence for and with each and every individual, this book is centered at the crossroads of two of the most important issues in this evolution: critical pedagogy and digital learning. It could not have come at a better time and will have tremendous impact for the learners whom we readers will serve in the years to come."—Sarojani Mohammed, Founder and Principal at Ed Research Works"Increasing interest in online education, mostly as a response to the COVID-19 pandemic but also as a result of widening and improving access to technology and connectivity, is spotlighting numerous challenges, including consideration of a raft of critical social and cultural issues. This book comprises a rare examination of these crosscutting issues, and how they manifest in online educational contexts. Its contributions comprise a rich collection of experiences and insights on the design of these critical considerations in educational contexts where learners are physically separated by time and space from their peers, teachers, and the educational institution."—Som Naidu, Executive Editor of Distance Education and Associate Professor and Head of Research and Evaluation in the Department of Teaching, Learning, and Research Support at the University of Melbourne, Australia"Designing Intersectional Online Education brings multiple lenses to the practice and theory driving online learning across varied contexts. By introducing theoretical constructs toward such issues as race, culture, language, disability, sexuality, gender, and diversity overall, the text provides the tools needed to ground the design and application of online learning and pedagogy in critical theory to promote and realize social justice. With the resurgence of social demands for justice across the globe, this is the text that instructors, practitioners, and the stakeholders and decision-makers driving learning need to be a part of the solution."—Sunnie Lee Watson, Associate Professor of Learning Design and Technology in the Department of Curriculum and Instruction at Purdue University, USA"This volume takes seriously Marshall McLuhan’s adage, ‘the medium is the message.’ With the proliferation of online and hybrid learning in both K-12 and higher education spaces of learning, it is crucial that educators and researchers are cognizant of how intersectional oppressions are perpetuated through technological applications, curriculum content, pedagogy, and student-teacher and student-student interactions in online teaching and learning environments. This text provides necessary and timely insights for educators striving for equity and social justice for diverse learners in all learning spaces, especially virtual ones."—Tricia Kress, Associate Professor of Education at Molloy College, USA