Building an Inclusive Pedagogy in Synchronous Online Learning Environments Focused on Social Justice Issues: A Case Study

Abstract

In the spring of 2020, a global pandemic caused an immediate transition to online, synchronous learning platforms in much of the world. In discussion-based classrooms, where students construct learning from the material and their interactions with each other, the shift posed new challenges to educators and students. This mixed methods action research case study focused on the challenges and successes of teaching a university class about sensitive issues in the area of educational equity using a web-based platform. Over the course of two semesters, forty-eight pre-credential teacher education students were surveyed regarding their experiences taking part in equity-focused discussions over a synchronous Zoom platform. Semi-structured interviews with four instructors and five student volunteers were conducted to add depth to the survey data. A key finding is that Students of Color were significantly less comfortable discussing issues of race, gender, and equity with their cameras on than were White students. Additional findings pointed to race- and gender-based preferences in modes of engagement with the class material; the use of a multi-component pedagogy including anonymous discussion boards, chat posts, and group breakouts are suggested approaches for reaching all students when engaging an online class in discussions about race, gender, and sexuality.