Tag Archives: Global effectiveness

New media technology, interculturalism, and intermediality

The author discusses the importance of new media technology and the concept of intermediality with regard to the relevance of interculturalism in today`s society. Intermediality refers to the blurring of generic and formal boundaries among different forms of cultural practices and in the field of pedagogy. The trajectories of intermedial spaces, actions, and processes of types of new media including the World Wide Web, hypertextuality, online publishing, blogs, interactive media, etc., suggest possibilities and potentials to work toward interculturalism. Interculturalism is understood as a practice of social life including government at all levels, education and pedagogy, as well as all instances of every-day life towards active recognition and inclusion of the Other and a commitment against essentialisms. In this process, the potential roles of new media suggest as of yet un-tapped resources and possibilities.

Received: 10th June 2008

Revised: 3rd September 2008

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The UDHR Right to Education: how distance education helps to achieve this

This year 2008 marks the 60th anniversary of the UDHR-Universal Declaration of Human Rights, and six leading international journals in open and distance education have collaborated over the past two years to elicit papers from all around the world to discuss how well distance education has promoted the UDHR article 26 on the Right to Education. The six journals are: the ‘Asian Journal of Distance Education’,  ‘Distance et Savoirs’, ‘EURODL’, ‘IRRODL’, ‘ALN’ and ‘Open Praxis’. On achieving the universal Right to Education through distance education, the ‘Asian Journal of Distance Education’has contributed leading papers from Malaysia, from Japan, from China, from India, from Sub-Saharan Africa, and continues to contribute with papers from other regions, including the Arab States of the Gulf. This project has been officially recognized by the United Nations for celebrating this 60th anniversary. All the contributions now posted up online on a new dedicated Website are reviewed, and critically analyzed. The critical analysis suggests that distance education for developing regions should be initially through public money, followed by adaptation, and then local distribution, or initially created locally, which is far cheaper, but perhaps more difficult, due to lack in technological expertise. Another conclusion is that distance education providers should have an eye on the aging society, and the expected increase in older active but handicapped students. Also the analysis suggests more resources should be produced in the students’ own native language. Other findings are discussed.

Received: 25 July 2008

Revised: 30th July 2008

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