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Open Access
Article
Publication date: 11 October 2022

Marja Bakermans, Geoff Pfeifer, William San Martín and Kimberly LeChasseur

Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically…

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Abstract

Purpose

Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.

Design/methodology/approach

This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.

Findings

An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.

Originality/value

This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

Keywords

Abstract

Details

Journal for Multicultural Education, vol. 16 no. 5
Type: Research Article
ISSN: 2053-535X

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