Abstract
Although the pandemic has brought about a global interest in online education, the prevalence of e-learning hegemonies still hinders educational justice in many settings. This paper explores and exemplifies the six hegemonies of e-learning (i.e., linguistic, technological, economic, educational, sociocultural, and sociopolitical), as demonstrated in the Computer Assisted Language Learning (CALL) community, and attempts to demonstrate how these hegemonies are detrimental to educational justice. The inter-relation among the different forms of e-learning hegemonies is highlighted, demonstrating that attempting to eradicate one form of hegemonies without addressing the others may not always succeed. The decisive role that context has in determining how the hegemonies play out will also be discussed, such as the pivotal role of sociopolitical hegemonies in the fairly unique context of Iran. Finally, I argue that increasing awareness of such contextual differences is vital; otherwise, self-appointed custodians of educational justice might occasionally exacerbate the situation through setting an accepted tone for the dialog, thus suffocating competing narratives.
Author Information
S. Susan Marandi, Alzahra University, Iran
Paper Information
Conference: WorldCALL2023
Stream: Other
This paper is part of the WorldCALL2023 Conference Proceedings (View)
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To cite this article:
Marandi S. (2024) Quis Custodiet Ipsos Custodes? E-learning Hegemonies and Educational Justice ISSN: 2759-1182 – WorldCALL2023: Conference Proceedings (pp. 139-148) https://doi.org/10.22492/issn.2759-1182.2023.16
To link to this article: https://doi.org/10.22492/issn.2759-1182.2023.16
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