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ERIC Number: ED360645
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Rethinking Teacher Authority To Counteract Prejudice in Discussions of Gay/Lesbian/Bisexual Representation: A Model of Teacher Response in the Networked Computer Classroom.
Warshauer, Susan Claire
The teacher, as an authority figure in the computer classroom, can choose from a number of types of interactions with students to counteract homophobic comments as well as racial and gender prejudice. A model of four responses to student communication in the InterChange computer framework sets a continuum of teacher control: (1) passive response--the teacher lets students converse with and police each other; (2) participatory response--the teacher comments as a participant in discussion, but not in a "supervisory" manner; (3) intervening response--the teacher comments on remarks made by students to redirect or set the terms of discussion, or to ask pointed questions; and (4) dominating response--the teacher may ask everyone in the class to halt discussion until the teacher has written a response on the screen. The rhetoric of computer mediated instruction often implies an analogy between "totalitarianism" and dominating approaches in which the teacher does not trust students to come up with adequate responses or interpretations. It also implies an association between "democracy" and instructor pedagogy which exhibits faith in the consensus of the majority. However, this rhetoric of democracy can be turned around: a strategy of intervention by a teacher to ensure the inclusion of marginalized perspectives may be viewed as "democratic" by those whose viewpoints were not being validated, or by anyone who values a relatively prejudice-free environment. (Fourteen notes are included, of which several are extensive conversational exchanges.) (NH)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A