Neo-Colonialism in Distance Learning in Barbados and Canada

Autor/in	Moore, Monika Z.
Titel	Neo-Colonialism in Distance Learning in Barbados and Canada
Quelle	In: Journal of Comparative and International Higher Education, 14 (2022) 2, S.152-166 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Distance Education; Higher Education; Foreign Countries; Foreign Policy; Postmodernism; Educational Needs; Global Approach; Educational History; Barbados; Canada + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Außenpolitik; Postmoderne; Educational need; Bildungsbedarf; Globales Denken; History of education; Bildungsgeschichte; Kanada
Abstract	This study reviews the literature on the evolution of distance learning in Barbados and Canada's higher education systems in the context of their unique geographies and colonialism. First, postmodern concerns about what is "good" in education (Slaughter, 2001) are considered, followed by a brief discussion of the role of distance learning in neo-colonialism. Next, the evolution of Barbados and Canada's higher education systems within the colonial context is described, setting the stage for the development of distance learning. Both countries' roles within the Commonwealth of Learning organization are compared and used to locate neo-colonial patterns. This analysis highlights risks and benefits of working with external organizations to meet higher education needs in Barbados and Canada, the neo-colonial complexity of a Commonwealth educational organization, and opportunities for strengthening the local while embracing the global in both of these regions. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01