Abstract:In this chapter, the authors consider the possibilities and challenges of asynchronous multicultural teacher education through the lens of relational pedagogy. By multicultural education courses, the authors refer to courses that address issues related to diversity, equity, inclusion, and justice. The authors present a case narrative about David, a teacher educator who teaches a course titled Teaching for Justice, Equity, and Inclusion both face-to-face and asynchronously. Next, an overview of the research lit… Show more
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