Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice
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| Title: | Combating Hegemonic Discourse in an Online Multicultural Leadership Course: A Narrative Study of an Instructor and Student Working in Tandem for Social Justice |
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| Language: | English |
| Authors: | Osanloo, Azadeh F., Hand, Tim W. |
| Source: | Administrative Issues Journal: Education, Practice, and Research. 2012 2(1):26-42. |
| Availability: | Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http::www.swosu.edu/academics/aij/index.asps |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Online Courses, Leadership Training, Graduate Students, Cultural Pluralism, Discourse Analysis, Andragogy, Social Justice, Educational Administration, Personal Narratives, Whites, Advantaged, Cooperation, Educational Change, Critical Theory, Teaching Methods, Institutional Mission, College Administration, Student Attitudes, Student Participation, Qualitative Research |
| Geographic Terms: | New Mexico |
| 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. |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2015 |
| Accession Number: | EJ1056408 |
| Database: | ERIC |
| 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. |
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| ISSN: | 2153-7615 |
