Document Type
Book Chapter
Publication Date
2005
Publication Source
National Summit on School Leadership: Crediting the Past, Challenging the Present, and Changing the Future
Abstract
What are the consequences of this teaching-learning situation when graduate students in a Department of Educational Leadership are enrolled in a course on cultural diversity? Might the words on the computer screen be completely unrelated to the humanity, personality, style, interpersonal behaviors, and dispositions of the student writing them, as Menand suggests? Or, might the detachment provide a security in which the most honest and unadulterated discourse can be shared between teacher and students, as some proponents hope? In this chapter we explore responses to this dilemma. We attempt to capture this situation in our label: "divertual learning," a neologism coupling "diversity" with the "virtual" reality of the learning situation.
Inclusive pages
157-169
ISBN/ISSN
9781578863044
Document Version
Published Version
Copyright
Copyright © 2005, Rowman & Littlefield. All rights reserved. Please contact the publisher for permission to copy, distribute or reprint.
Publisher
Rowman & Littlefield
Place of Publication
Lanham, MD
Peer Reviewed
yes
eCommons Citation
Ridenour, Carolyn; Simmons, A. Llewellyn; Ilg, Timothy J.; and Place, A. William, "'Divertual' Learning in Education Leadership: Implications of Teaching Cultural Diversity Online vs. Face to Face" (2005). Educational Leadership Faculty Publications. 114.
https://ecommons.udayton.edu/eda_fac_pub/114
Included in
Educational Leadership Commons, Gender Equity in Education Commons, Higher Education Commons, International and Comparative Education Commons, Online and Distance Education Commons, Urban Education Commons
Comments
This chapter is provided for download by permission of the publisher. Permission documentation is on file. To read the entire book, visit an academic library or see the publisher's website.