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Event

Decolonising digital education: Lessons from distance learners

Event information>

Dates
Time
13.00-14.30 BST
Location

Online

Do learning platforms provide sufficient opportunities to engage with knowledge beyond the existing, neo-colonial power structures? A joint event from LIDC, BLE and CODE.

Hands and computer

Last year, CODE joined forces with LIDC and BLE to host a hugely-successful event on Decolonising Digital Education. We looked at debates around the need to ‘decolonise’ education in general, particularly in the context of emerging from pandemic lockdowns that had led to a sharp growth in global inequalities and the inherent but ever-present danger of the normalisation of inequalities. 

17th April 2024 13.00-14.30 BST 

Register for the webinar.

CODE event

One year on, we are conscious of the fact that global education remains imbued with patriarchal and neo-colonial assumptions that ‘western’ academics and policymakers know what is best for low-resource settings such as Africa, Asia and Latin America. Indeed, conversations on decolonising education, including digital education, continue to fall along geographical axes mirroring paths laid down during colonialism and from which (ex-) colonising countries continue to benefit.  It is clear that to make the prevailing system of delivering digital education more equitable in order to benefit all those who learn as well as all those who deliver this form of education, all voices need to be represented in these discussions.   

We therefore invite you to join us online on 17th April to hear the voices of learners in digital and distance education.   

Our online student panel will explore their experiences, considering these questions: Do you, as learners, feel part of an education system that incorporates diverse perspectives and voices? Do learning platforms provide an all-round, inclusive education that meets all needs? Does this form of educational experience provide opportunities to engage with knowledge beyond the existing, neo-colonial power structures? Do we risk replacing one dominant system with another of less value, overlooking other perspectives and diluting academic rigour?