Document Type
Article
Publication Date
Fall 9-5-2025
Publication Title
Multicultural Education Review
Volume
17
Issue
3
Pages
1-32
Publisher Name
Taylor & Francis
Abstract
This paper explores the complex, discursive constructions of relationships in online learning communities in the pursuit of equity and diversity. Using Braidotti’s (2019) posthuman theory and diverse intellectual traditions, the authors contemplate how subjectivities and relationality complicate discourse on relationships and relationalities, which are critical elements in multiculturalism, in an online learning community. Post-qualitative inquiry (PQI) is utilized to consider these complexities. The authors interrogate the entangled relationships in the online setting to go beyond mainstream research and identify effectiveness in online learning. Using images, metaphors, and ethnodramatic writing, the authors theorize the discursive meanings of relationships by interpreting vignettes of lived experience to extend the current challenge of sustaining the spirit of diversity and equity in education for all. The authors suggest exploring the complexities of subjectivities and implementing innovative research methodologies to imagine new terms and praxis in critical multicultural education.
Recommended Citation
Nelson, Jenna and Moon, Seungho. Relationships In-the-making in Virtual Learning Communities: Theorizing Relationships in Critical Multicultural Education. Multicultural Education Review, 17, 3: 1-32, 2025. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1080/2005615X.2025.2553992
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Copyright Statement
© Korean Association for Multicultural Education, 2025.
Author Manuscript
This is a pre-publication author manuscript of the final, published article.
Comments
Author Posting © Korean Association for Multicultural Education, 2025. This is an Accepted Manuscript of an article published by Taylor & Francis in Multicultural Education Review on September 5, 2025, available at: https://doi.org/10.1080/2005615X.2025.2553992.