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Cultural Hegemony in Open Distance Learning: Does it Really Matter?

Mediterranean Journal of Social Sciences

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Title Cultural Hegemony in Open Distance Learning: Does it Really Matter?
 
Creator Pitsoe, Victor J.; Dept. of Leadership and Management, College of Education
University of South Africa
Dichaba, Mpho M.; Dept. of Leadership and Management, College of Education
University of South Africa
 
Description Culture is perhaps the most pivotal to all the things that we do in education. However, in the midst of the discourses about improving open distance learning (ODL) in terms of quality, teaching and learning, this paper will argue that little, if any, has been done to make cultural hegemony a central area of investigation. This article will further argue that current practices of the Institute for Open Distance Learning (IODL) at the University of South Africa (Unisa) seem to draw on one set of values (the dominant values). Given that Unisa’s ODL is reasonably spread across culturally diverse student population, it usually results in what Antonio Gramsci (1971) calls cultural hegemony. Drawing from Antonio Gramsci’s work and culturally relevant pedagogy, this article proposes the reengineering of Unisa’s ODL teaching and learning practice.
DOI: 10.5901/mjss.2013.v4n6p83
 
Publisher Mediterranean Journal of Social Sciences
 
Contributor —
 
Date 2013-07-01
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
—
 
Format application/pdf
 
Identifier https://www.mcser.org/journal/index.php/mjss/article/view/286
 
Source Mediterranean Journal of Social Sciences; Vol 4, No 6 (2013): Special Issue - July 2013; 83
 
Language eng
 
Relation https://www.mcser.org/journal/index.php/mjss/article/view/286/302
 
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