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Transformative Multicultural Engagement on a Web 2.0 Interface: Forging a Multicultural Education 2.0
Abstract
This chapter discusses theoretical underpinnings, contradictions, opportunities, and challenges of pursuing online critical multicultural education engagement through Web 2.0 interface (MCE 2.0). Conceptualized within the social constructivist paradigm, critical MCE 2.0 is always in-the-making (emergent and discursive) phenomenon/endeavor that incorporates critical pedagogy, critical media/digital literacies, and Web 2.0 affordances as a praxis for transformative multicultural education while critically examining the pressing socio-cultural issues including cultural reproduction, power differentials, racial hierarchies, ideological social discourses, and class dominance. As cultural prosumers, teachers and students can forge emerging Web 2.0 affordances for collaboratively creating, sharing/publishing, and discoursing in a diverse reality with multicultural materials, narratives/stories, and resources in culturally responsive and multiculturally competent ways. Thus, this chapter offers afresh a viewing of technology use as a meditational means from a situated perspective (activity theory) for proactive technology-native learners and teachers who renew their agency as critical constructivist cultural actors.
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