Widening Participation and ‘Elite’ Online Education

Author(s):  
Sarah Earl-Novell
2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora

2020 ◽  
Author(s):  
Pinaki Chakraborty ◽  
Prabhat Mittal ◽  
Manu Sheel Gupta ◽  
Savita Yadav ◽  
Anshika Arora

2010 ◽  
Vol 18 (1) ◽  
pp. 1-23 ◽  
Author(s):  
Amaka Megwalu ◽  
Neophytos Loizides

Following the 1994 genocide, several justice initiatives were implemented in Rwanda, including a tribunal established by the United Nations, Rwanda's national court system and Gacaca, a ‘traditional’ community-run conflict resolution mechanism adapted to prosecute genocide perpetrators. Since their inception in 2001, the Gacaca courts have been praised for their efficiency and for widening participation, but criticised for lack of due process, trained personnel and attention to atrocities committed by the Rwandan Patriotic Front (RPF). To evaluate these criticisms, we present preliminary findings from a survey of 227 Rwandans and analyse their attitudes towards Gacaca in relation to demographic characteristics such as education, residence and loss of relatives during the genocide.


Somatechnics ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 73-94
Author(s):  
Kristin Smith ◽  
Donna Jeffery ◽  
Kim Collins

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.


Sign in / Sign up

Export Citation Format

Share Document