The social democratization of knowledge: some critical reflections on e-learning
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Date
2007
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Multicultural Education & Technology Journal
Abstract
Purpose – This paper aims to make a theoretical critique of the revolutionary sociocultural
transformations created by e-learning in the manner knowledge is created, codified, retrieved,
managed and transmitted across the boundaries of different cultures.
Design/methodology/approach – The structure of these transformations remains European and
North American in orientation and very cautious in sharing the benefits of e-learning with the
developing societies. The paper contends that this might lead to a parallel academic bureaucracy
of e-learning institutions, alongside the traditional Western universities, making it economically
hard for people of developing countries to participate in this great and new found experience of
learning. The paper proposes a, “democratization of knowledge,” for this new venture of elearning.
This rests on the premise, that e-learning, in order to be truly effective, must be
multilingual in content and context, culturally divergent, morally relativistic and technologically
sharing and integrate non-Western views on knowledge, morality, economics and politics,
especially in curriculum designs.
Findings – The paper demonstrates that the social democratization of knowledge can lead to the
establishment of viable global civil society, helping millions in Asia, Africa and South America
to contribute and share the fruits of knowledge explosion in a just, equitable and honorable
fashion.
Originality/value – The paper shows how e-learning can help the growth and improvement of
less developed communities.
Description
Keywords
Learning, Knowledge Management, E-learning, Developing Countries
Citation
Multicultural Education & Technology Journal, 1(1), 64-74, 2007