“Democratic” online courses as “glocalized communication” in English language teaching and applied linguistics: A proposal

Wahyudi, Ribut (2014) “Democratic” online courses as “glocalized communication” in English language teaching and applied linguistics: A proposal. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2 (3). pp. 248-260. ISSN 2168-1333

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Abstract

Education, whether online or offline, should be democratic. This article begins with a brief reflection of my personal experience of taking a Massive Open Online Courses (MOOCs) entitled Critical Thinking in Global Challenges administered by Coursera.org in cooperation with University of Edinburg in 2013. Drawing on existing literatures, I discuss why I found this course—and by implication, most of the mainstream MOOCs that are run from the global centres in North America and Europe—undemocratic in various ways. Then I go on to further discuss existing studies in sociology, cultural studies, and post-colonial scholarship in order to propose some recommendations that might be applicable in designing MOOCs, especially in ELT and Applied Linguistics.

Item Type:	Journal Article
Keywords:	Democratic MOOCs, glocalized communication, Southern Theory, Post Method Pedagogy, Resisting Linguistic Imperialism
Subjects:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy 20 LANGUAGE, COMMUNICATION AND CULTURE > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Divisions:	Faculty of Humanities > Department of English Language and Letters
Depositing User:	Ribut Wahyudi
Date Deposited:	09 Jun 2020 14:22

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