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Insisting on Digital Equality: Reframing the Dominant Discourse on Multicultural Education and Technology

George Mason University

^* To whom correspondence should be addressed. E-mail: gorski{at}edchange.org.

	Abstract

In the United States, where technological progress is portrayed as humanistic progress, computer technologies often are hailed as the great equalizers. Even within progressive education movements, such as multicultural education, the conversation about instructional technology tends to center more on this or that wonderful Web site or piece of software than on equitable access to these technologies. In this article, the author challenges people working at the intersections of multicultural and instructional technology, insisting that our first concern must be the elimination of digital inequities. It is only when we reframe the dominant discourse in this way that we practice authentic multicultural education.

First published on May 19, 2008, doi:10.1177/0042085908318712

Urban Education 2009;44:348.

A more recent version of this article appeared on May 1, 2009


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