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Thesis defences

PhD Oral Exam - Nicole Fournier-Sylvester, Education

Connected: Facilitating transformative online dialogue in peace-building, reconciliation and global citizenship education programs


Date & time
Wednesday, July 20, 2016
2:30 p.m. – 5:30 p.m.
Cost

This event is free

Organization

School of Graduate Studies

Contact

Sharon Carey
514-848-2424, ext. 3802

Where

Faubourg Ste-Catherine Building
1610 St. Catherine W.
Room FG 5.335

Wheel chair accessible

Yes

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

Since the 1990s, globally networked learning environments (GNLEs) have emerged as pathways for dialogue, connecting classrooms from around the world. Although it was initially hoped that bringing diverse populations together online would naturally foster the inclusion of disparate voices and viewpoints, it is now widely acknowledged that online communication may just as easily reinforce pre-existing social arrangements as challenge them. Thus, the purpose of this dissertation was to explore how GNLEs developed for civic and peace-building purposes conceptualize dialogue and address power inequalities. Data include multiple case studies grounded in interviews, journal and news articles, and policy and curriculum documents. Data were analyzed using a critical theory framework and a decolonizing global education checklist in order to identify potentially colonizing assumptions behind these programs. Findings from this research suggest that despite some examples of shallow and apolitical approaches to intergroup or intercultural dialogue, there are also many ways that online learning environments can be conducive to facilitating transformative and decolonizing learning experiences.

This dissertation makes ten recommendations for implementing a critical approach to dialogue online. These recommendations include how to frame, structure and facilitate online dialogue through asynchronous forums and videoconferencing. In addition, the recommendations speak to the importance of addressing social and political issues while constructing learning environments that are conducive to the expression of marginalized viewpoints and forms of expression. Recommendations also address how online channels for communication and interaction can be used to address epistemological, linguistic and technological hegemonies often present in global education initiatives. These strategies include, for example, the incorporation of digital imagery and storytelling, as well as wikis that help visualize conflicting narratives and understandings of history. In addition, acknowledging and openly exploring the implications of having a dominant language for communication is necessary as is addressing differential access to technology between groups, including those excluded from online intercultural dialogue opportunities.


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