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Globalizing On-line

Telecollaboration, Internationalization, and Social Justice


Nataly Tcherepashenets

Internationalization plays an important role in shaping the philosophy and practice of higher education, and it is arguably one of the most durable University achievements. Offering creative ways to achieve a shift from isolation to communication between people of different economic, cultural and ethnic backgrounds, telecollaboration exemplifies challenges and rewards of internationalization in the epoch of e-learning. In our interconnected world the tasks of both bringing the equality of opportunities and promoting intercultural dialogue continue to be priorities for education, whose major objective and obligation is an expansion of the freedoms of human beings. In the era of globalization, its fulfillment more than ever depends on making it possible for people of different backgrounds to participate in intercultural dialogue on equal terms. Intercultural collaborations in virtual environments offer unique opportunities for the realization of this goal. This book explores both a contribution of telecollaboration to the democratic education, solidarity and social justice in the globalized world as well as the complexities and challenges that arise from attempts to align international collaborations and social justice.
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Series Editors’ Preface


This series is dedicated to promoting a wider understanding of the activity of telecollaboration in educational settings. Telecollaboration refers to the engagement of groups of students in online intercultural interaction and collaboration with partner classes from other cultural contexts or geographical locations, under the guidance of educators and/or expert facilitators. The application of such activity may include different subject areas (e.g. Foreign Language Education, History, Science) as well as different educational contexts, including but not limited to primary, secondary, university and adult education.

This fourth volume in our series looks at a topic that is fast becoming one of the most prevalent concerns around the world: social justice in education, and in particular how telecollaborative exchange can play a role in experiential learning of key features related to this concept. Inevitably the concept itself is fraught with controversy related to two key questions: What do we expect education to do? What is its purpose?

These may seem naïve questions, but they lie at the heart of the debate about the nature of inequity in our societies and the future development of social activity. There is no simple and universally agreed answer: different societies have debated and disputed the reasons for why we should teach and learn [since the times of Aristotle]. Do we teach to enhance and develop the individual’s intelligence or their social behaviour? Do we spend large sums of money on schooling in order to develop a skilled and able workforce...

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