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ERIC Number: EJ1155324
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-2005-615X
"Like" if You Support Refugees: Preservice Teachers' Sensemaking of Contested Issues in a Digitally-Mediated Multicultural Education Course
Deroo, Matthew R.; Farver, Scott D.; Dunn, Alyssa Hadley
Multicultural Education Review, v9 n3 p159-174 2017
The advent of Web 2.0 and social media have changed how individuals act and react in mediated spaces. Pre-service teachers, familiar with navigating online spaces, enter their courses with a wealth of digital experiences, understandings and ways of making meaning. This study examines how pre-service teachers in a multicultural education course communicate across digitally mediated spaces. Using discourse analysis and sensemaking theory to analyse their Facebook posts, we asked: How do White pre-service teachers discuss and make sense of issues related to immigration in a multicultural education course? Our findings revealed that participants attempted to make sense of immigrant language and culture while building new knowledge and identities as future educators at a time when public narratives about immigrants were disparaging. Further, blended learning provided a beneficial digital space for pre-service teachers' sensemaking processes. Implications are offered for research and practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A