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Abstract

The authors share their experience in designing a blended multicultural education course that they hoped would increase the likelihood that the teachers they were educating would take up socially just dispositions. They examined their own learning using a critical friend relationship with a colleague experienced in developing technological responses that honor relational aspects of teacher education within a framework of sociocultural theory.

Author Biography

Dr. Ramona Maile Cutri is an associate professor of multicultural education at Brigham Young University’s Teacher Education Department. Her research explores preservice teacher candidates’ identification of social privileges; the emotional work involved in multicultural teacher education; cross-class identities; and how technological integration can help engage preservice teacher candidates intellectually and emotionally in the ethical, dispositional, and pedagogical issues related to critical multicultural teacher education.

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