Dialogic Global Studies for Multicultural Technology Assessment

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Autor/inn/en	Durakovic, Emina; Feigl, Britta Marion; Fischer, Bettina Marion; Fleck, Christopher; Galler, Lisa-Maria; Heinrich, Johannes; Kulmer, Karin; Kurzweil, Birgitta; Scholze, Markus; Sperl, Raphael Stefan; Unterkofler, Rene; Remele, Kurt; Matzenberger, Julian; Ahamer, Gilbert
Titel	Dialogic Global Studies for Multicultural Technology Assessment
Quelle	In: Multicultural Education & Technology Journal, 6 (2012) 4, S.261-286 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
Schlagwörter	Foreign Countries; Internet; Power Technology; Multicultural Education; Case Studies; Developing Nations; Developed Nations; Sustainable Development; Economic Development; Cultural Context; Social Environment; Science and Society; Facility Planning; Construction Programs; Evaluation Methods; Evaluation Criteria; Questioning Techniques; Teaching Methods; Web Based Instruction; College Instruction; Corporations; Civil Engineering; Interdisciplinary Approach; Global Approach; Public Policy; Social Responsibility; Politics; Civil Rights; Social Justice; Ethics; Discourse Analysis; Energy; Global Education; Environmental Standards; Austria; Brazil; Turkey + Suchen Sie Ihr Suchwort? Ausland; Antriebstechnik; Multikulturelle Erziehung; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Nachhaltige Entwicklung; Wirtschaftsentwicklung; Soziales Umfeld; Baumaßnahme; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Web Based Training; Hochschullehre; Unternehmen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Globales Denken; Öffentliche Ordnung; Soziale Verantwortung; Politik; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Ethik; Diskursanalyse; Energie; Globales Lernen; Umweltauflage; Österreich; Brasilien; Türkei
Abstract	Purpose: The purpose of this paper is to show a practical case of dialogic web-based learning that has provided a set of questions analysing two complex technological projects in "southern" countries with effects on multicultural equity. Design/methodology/approach: Structured online review processes in multicultural and systems science curricula allow for high density of literature-based reflection and analysis. Findings: The entirety of the set of over 50 questions developed by the proposed web-based dialogic procedure represents a starting point for an in-depth assessment of the effects of deploying "northern" technology in "southern" countries. Research limitations/implications: The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilisu, Turkey, and Belo Monte, Brazil. Practical implications: The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in-depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability. Social implications: Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level. Originality/value: This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies: which is the intention of the present text. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10