| Abstract: | In this autoethnographic, conceptual philosophical reflection, the author inquires: Can my students and I, in a technologically mediated virtual space, harness the work of philosophy of education scholars to engage in a shared experience of (re)considering paths to sensitivity to diversity for equity and equality? The author engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education. She focuses on the work of Jane Roland Martin regarding sensitivity and cultural (mis)education and draws heavily on the scholarship of Barbara Thayer-Bacon regarding relational “(e)pistemologies,” constructed thinking, and democratic community. After examining her own practices, the author contends that in the reality of the growth of online education, she is tentatively optimistic that educators can facilitate authentic examination of educational practices in the light of theoretical work and push beyond superficial engagement to lasting transformative growth for the sake of equitable student achievement. |
