Digital Neocolonialism and Massive Open Online Courses (MOOCs): Colonial Pasts and Neoliberal Futures

Autor/in	Adam, Taskeen
Titel	Digital Neocolonialism and Massive Open Online Courses (MOOCs): Colonial Pasts and Neoliberal Futures
Quelle	In: Learning, Media and Technology, 44 (2019) 3, S.365-380 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adam, Taskeen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2019.1640740
Schlagwörter	Large Group Instruction; Online Courses; Neoliberalism; Higher Education; Student Diversity; Indigenous Knowledge; Cultural Influences; Ideology; Foreign Countries; Educational Technology; Technology Uses in Education; Foreign Policy; Language Usage; Commercialization; Africa + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Cultural influence; Kultureinfluss; Ideologie; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Außenpolitik; Sprachgebrauch; Afrika
Abstract	Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and 'digital neocolonialism' through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01