Addressing critical multiculturalism in online education using a poly-framework approach

Author(s): Srikanta Banerjee, Jill Firtell

Year of publication: 2018

Keywords: Cross-cultural, Distance learning, E-learning, Higher education, Public health

Methodology/Sample: _/_

Reference: Banerjee, S. & Firtell, J. A. (2018). Addressing Critical Multiculturalism in Online Education Using a Poly-Framework Approach. In K. Milheim (Ed.), Cultivating Diverse Online Classrooms Through Effective Instructional Design (pp. 255-279). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-5225-3120-3.ch013

Abstract

Given the increasing number of available e-learning platforms, individuals are now able to pursue degrees and courses through an online modality. As a result, education has proliferated to include individuals from varying cultural groups, age distributions, and occupational qualifications. With the inclusion of a wide variety of groups, multicultural considerations are critical. However, from a multiculturalist and poststructuralist perspective, conventional models of multiculturalism are considered essentialist and often fastened by tradition rather than dynamic and continuously evolving practices. In this paper, the authors will apply multiculturalism to online education; present a critical perspective; and finally demonstrate a novel, dynamic and adaptable model that uses a poststructuralist viewpoint in order to meet the multicultural needs of the online student of today and possibly tomorrow. This model is derived from the key strengths of the Social Ecological Model, Hofstede’s cultural dimensions theory, and Kolb’s learning styles.

> Summary

  • The paper explores the historical development of multicultural education and its theoretical framework in public health online education.
  • It emphasizes the importance of cultural sensitivity and pluralism in online learning environments.
  • A systematic literature review was conducted, identifying key articles and models relevant to multicultural education.
  • The findings suggest that effective online education can enhance cross-cultural collaboration among public health practitioners.
  • The proposed framework aims to improve understanding and implementation of multicultural education in online settings.

> Problem statement

  • The paper highlights a lack of research on culture in online education, emphasizing its critical role in effective learning environments.
  • It discusses the need for cultural sensitivity in public health education to address diverse student backgrounds.
  • The paper identifies challenges in integrating multicultural education within online learning frameworks.
  • It points out that preconceived notions about diversity can hinder educational experiences.
  • The need for cross-cultural collaborative learning is emphasized due to the growing interest in public health education.

> Methods used

  • The paper conducted a systematic review of literature focusing on multicultural education and its historical development.
  • Databases searched included ERIC, MEDLINE, PsycINFO, and CINAHL.
  • Keywords used for the literature search encompassed ‘e-learning’, ‘multicultural online education’, and ‘cultural competence’.
  • Inclusion criteria specified publication date before July 31, 2016, English language, and focus on multicultural education.
  • Reference lists of key review articles were scanned to identify additional relevant articles.
  • The quality of each study was rated against established inclusion and exclusion criteria.

> Practical implications

  • The paper proposes a dynamic framework for evolving educational practices in public health, adapting to diverse student populations.
  • It emphasizes the importance of cultural sensitivity to enhance learning experiences in online education.
  • The framework encourages dialogue and understanding of social determinants of health among students from varied backgrounds.
  • It highlights the potential of online learning to reduce inequalities in public health education globally.
  • The study suggests that resolving cognitive dissonance can foster respect and appreciation for diversity between teachers and students.
  • Implementing the proposed framework may improve cross-cultural educational uptake in public health.

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