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.
Maile Cutri, R., Feinauer Whiting, E., & Pinnegar, S. E. (2015). Activating Emotional & Analytic Engagement in Blended Learning: A Multicultural Teacher Education Example. Occasional Paper Series, 2015 (34). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2015/iss34/6