https://orcid.org/0000-0002-9555-5409
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Abstract
As many teacher education programs have returned to in-person instructional models since the initial interruption caused by the COVID-19 pandemic, little research examines innovative practices during the pandemic at the intersections of racial justice and online teacher education. This self-study illustrates how one Asian male teacher educator linked technological pedagogical content knowledge with anti-racist education in an online multicultural education course at a predominantly white institution in the Pacific Northwest of the United States during the COVID-19 pandemic. Implications include how teacher educators can bridge anti-racist education and technological pedagogical content knowledge in research and practice as an ongoing decolonial project in a post-pandemic world.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1 The Black and White binary is a U.S. imperial construct of racial paradigms to perpetuate white supremacy. As such, it grounds the parameters of this study to the United States.
Additional information
Notes on contributors
吴 林
吴 林 Lin Wu, Ph.D., is an Assistant Professor of Teacher Education at Western Oregon University. A first-generation college student and immigrant from China, Lin’s research interests include Race & Empire, Asian Diasporas, and Multicultural Teacher Education.
Lin Wu
吴 林 Lin Wu, Ph.D., is an Assistant Professor of Teacher Education at Western Oregon University. A first-generation college student and immigrant from China, Lin’s research interests include Race & Empire, Asian Diasporas, and Multicultural Teacher Education.