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Integrating Multicultural Education and Computer-Mediated Communication: Opportunities and Challenges " (2000)

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Integrating Multicultural Education and Computer-Mediated Communication: Opportunities and Challenges Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2000 Integrating multicultural education and computer- mediated communication: Opportunities and challenges Lucretia Orlantha Carter Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Communication Technology and New Media Commons, Curriculum and Instruction Commons, and the Instructional Media Design Commons Recommended Citation Carter, Lucretia Orlantha, "Integrating multicultural education and computer-mediated communication: Opportunities and challenges " (2000). Retrospective Theses and Dissertations. 12675. https://lib.dr.iastate.edu/rtd/12675 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may t)e from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. 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Bell & Howell lnfbrmatk>n and Learning 300 North Zeeb Road, Ann Aibor, Ml 48106-1346 USA 800-521-0600 Integrating multicultural education and computer-mediated communication: Opportunities and challenges by Lucretia Orlantha Carter A dissertation submitted to the graduate faculty In partial fulfillment of the requirements of the degree of DOCTOR OF PHILOSOPHY Major: Education (Curriculum and Instructional Technology) Major Professors: Karen B. Donaldson and Ann D. Thompson Iowa State University Ames, Iowa 2000 Copyright © Lucretia Orlantha Carter, 2000. All rights reserved. UMI Number 9977314 Copyright 2000 by Carter, Lucretia Oriantha All rights reserved. UMI UMI Microform9977314 Copyright 2000 by Bell & Howell Information and Learning Company. All rights reserved. This microfonn edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Leaming Company 300 North Zeeb Road P.O. Box 1346 Ann Artsor, Mi 48106-1346 ii Graduate College Iowa State University This is to certify that the Doctoral dissertation of Lucretia Orlantha Carter has met the dissertation requirements of Iowa State University Signature was redacted for privacy. Co-major Professor Signature was redacted for privacy. Co-majormajor Professd Signature was redacted for privacy. For the Major Program Signature was redacted for privacy. Foivtfffi Graduate College iii This dissertation is dedicated to the tower of strength and support that God has given me through my immediate and extended families: Mr. & Mrs. Clarence & Fannetta H. Gore Mr. & Mrs. Thurmond B. & Shirley Carter The Body of Christ Christian Worship Center and through my professors: Dr. Carol David You've endured with me from the beginning. Dr. Karen Donaldson You've been an instrument for me to realize many of my possibilities. Nkosi Sikele li'Afiika! Dr. Thompson You are such an inspiration. Lx)ng live the Essex! Thank you for allowing God to use you in my life. The race is not given to the swift nor to the strong, but to the one who endures until that end! (Ecclesiastes 9:11, Hebrew 12:1) iv TABLE OF CONTENTS GENERAL INTRODUCTION 1 Rationale 2 Dissertation Organization 4 References 6 THE COALmON OF MULTICULTURAL EDUCATION AND COMPUTER-MEDIATED COMMUNICATION: THEORY AND PRACTICE 8 Introduction 8 Multicultural Education 10 Computer-Mediated Communication (CMC) 12 Definition 12 Characteristics and Features 13 Current Uses in Education 15 Theory of Multicultural Education and CMC Coalition 20 Practices of a Multicultural Education and CMC Coalition 23 Nurturing Perspectives in Preservice Teachers 24 Fostering Dialogue on Issues of Multiculturalism 26 Facilitating Intercultural, International Learning Networks 29 Summary 34 References 36 THE INSIDE SCOOP; INTEGRATING MULTICULTURAL EDUCATION AND COMPUTER-MEDIATED COMMUNICATION FOR CONSTRUCTING DISCOURSE ON CRITICAL PEDAGOGY IN COMPOSITION 40 Introduction 40 The Idea of Multicultural Education and CMC 41 Multicultural Education 41 Computer-Mediated Communication (CMC) 42 The Integration of Multicultural Education and CMC 43 What might such an environment look like? 45 U.S. Multiculturalism and the Composition Curriculum: The Course 42 Purpose and Objectives 46 Students 47 Experienced Teachers 49 Web Conferencing System 51 The Electronic Forum 52 What goes on?: Interactions and Exchanges 54 Designed Interactions and Exchanges 57 Unplanned Interactions and Exchanges 74 What might be expected?: Discussion 81 V Conclusion 84 References 85 COMPUTER-MEDIATED COMMUNICATION AND MULTICULTURAL EDUCATION: A POSTMODERN EXPOSITION 88 Introduction 88 Multicultural Education and Computer-mediated Communication (CMC) Integration 89 "Not-so-obvious" Issues 91 Postmodern Educational Technology 94 The Rest of the Story 97 Research Site 97 Research Methods 100 Unveiling Covert Consequences: Findings 102 Equitable Access 103 Software Capability and Design 104 Electronic Atmosphere 107 Further Discussions 109 Where do we go from here? 112 Conclusion 113 References 114 GENERAL CONCLUSIONS 118 Reflections 118 Future Research 119 References 121 vi ACKNOWLEDGEMENTS Without compromising confidentiality necessary for the research, I would like to acknowledge the instructor and students of the course, U.S. Multiculturalism and the Composition Curriculum. 1 GENERAL INTRODUCTION What Marshall McLuhan termed the "global village" is upon us (Cummins & Sayers, 1995). Subsequently, with the rise of multicultural education, emphases on diversity, and equity initiatives, educators are faced with the need to create a forum for addressing the complex, multifaceted agenda being framed in response to such a transition. In response, global learning experts, Cummins and Sayers (1995, propose the adoption of long-distance teaching partnerships across cultures, "intercultural networks of parmerships that — to the greatest extent feasible ~ seek to take advantage of accessible and culturally appropriate educational and communications technology" (p. 11). What Cummins and Sayers (1995) speak of is a reliance upon modem computer networking to facilitate collaborative critical inquiry. With a major in curriculum and instruction and a focus in technology and multicultural education, I was excited by the notion that the goals of multicultural education might be furthered by modem computer networking. Since becoming a doctoral student in this program, which heavily emphasizes pre-service teacher education, and in the state of Iowa, whose demographic make-up currently is largely homogeneous~96.6 % white (County Census General Demographics), I have contemplated methods for preparing students for the global village they will enter once departing from the University and in some cases, the state. My inquiry concerning ways to prepare future educators for an increasingly diverse student population led me to investigate computer-mediated communication (CMC) as a means of making connections outside the homogeneity of this environment. It was my contention that 2 communication through such connections would assist students in developing skills for future participation as teachers in our heterogeneous world. Rationale In response to national and international agendas of globalization, some educators are exploring the integration of multicultural education and CMC as a promising practice for meeting requests of educational reform. The popular belief is that through its capacity to link and expand classrooms for the purposes of promoting critical thinking and intercultural literary (Cummins and Sayers, 1995), CMC can help foster a process of democratization (Harasim, 1993; Schrum, 1991) advocated through multicultural education. These explorations have taken shape in the form of creating national and international learning networks, linking across cultures to enhance diversity, and cultivating self-sustaining on-line forums for democratic participation. While this trend has been predicted to continue (Romiszowski and Mason, 1996), currently, research in this area is sparse. Furthermore, existing research leaves much to question about the validity of the practice. Can CMC foster goals of multicultural
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