Insisting on Digital Equity: Reframing the Dominant Discourse on Multicultural Education and Technology

Autor/in	Gorski, Paul C.
Titel	Insisting on Digital Equity: Reframing the Dominant Discourse on Multicultural Education and Technology
Quelle	In: Urban Education, 44 (2009) 3, S.348-364 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085908318712
Schlagwörter	Multicultural Education; Educational Technology; Progressive Education; Disadvantaged; Access to Computers; Access to Information; Perspective Taking; Social Justice; Politics of Education; United States + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Unterrichtsmedien; Reformpädagogik; Progressive Erziehung; Zukunftsperspektive; Soziale Gerechtigkeit; Educational policy; Bildungspolitik; USA
Abstract	In the United States, where technological progress is portrayed as humanistic progress, computer technologies often are hailed as the great equalizers. Even within progressive education movements, such as multicultural education, the conversation about instructional technology tends to center more on this or that wonderful Web site or piece of software than on equitable access to these technologies. In this article, the author challenges people working at the intersections of multicultural and instructional technology, insisting that our first concern must be the elimination of digital inequities. It is only when we reframe the dominant discourse in this way that we practice authentic multicultural education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10