This narrative study examines hegemonic discourse in an online multicultural leadership course by translating e-narrative analysis findings into implications for social justice and recommendations for andragogical strategies. These strategies specifically address hegemonic discourse within an online educational environment. The setting for this article is a graduate level class in Multicultural Leadership geared toward Masters’ students in an educational leadership program. Through the e-narrative analysis, four themes emerged that characterized the hegemonic discourse: rejecting social justice; wooing white privilege; he oppressive “other,” and telling it straight. Based on the findings and implications surrounding the research questions, four andragogical strategies were recommended: engaging in moral conversations; adopting bilateral teaching tools; strategizing for collaborative alliances; and enabling emblematic change.
Osanloo, Azadeh F. and Hand, Tim W.
"COMBATING HEGEMONIC DISCOURSE IN AN ONLINE MULTICULTURAL LEADERSHIP COURSE: A NARRATIVE STUDY OF AN INSTRUCTOR AND STUDENT WORKING AT TANDEM FOR SOCIAL JUSTICE,"
Administrative Issues Journal: Vol. 2:
1, Article 5.
Available at: https://dc.swosu.edu/aij/vol2/iss1/5
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