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Socio-cultural inclusiveness and wor...

Remtulla, Karim Amirali.

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Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses./
Author:	Remtulla, Karim Amirali.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
Contained By:	Dissertation Abstracts International72-07A.
Subject:	Education, Adult and Continuing. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR72277
ISBN:	9780494722770

Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses.
Remtulla, Karim Amirali.

Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses. - 148 p.

Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .

Thesis (Ph.D.)--University of Toronto (Canada), 2010.

Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs.

ISBN: 9780494722770Subjects--Topical Terms:

626632
Education, Adult and Continuing.

Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses.
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100 1 $a Remtulla, Karim Amirali. $3 1680077
245 1 0 $a Socio-cultural inclusiveness and workplace e-learning: From dominant discourse to democratized discourses.
300 $a 148 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-07, Section: A, page: .
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2010.
520 $a Technological enhancements and economic gains are the dominant focus of normalized research of workplace e-learning programs. This is not, however, equivalent to discovering whether or not workers are actually experiencing any socially and culturally meaningful learning from workplace e-learning programs.
520 $a This thesis advocates socio-cultural inclusiveness research on workplace e-learning programs. Socio-cultural inclusiveness research takes into account the learning needs of workers with respect to their various social differences and culturally unique identities that affect, mediate, and interpret workers' learning.
520 $a The intent is to transform perceptions of workplace e-learning programs, from technological artefact to ideational discourses. Discourse Analysis is applied as a sociocultural approach to ten passages that have been extracted from ten examples of normalized research published over the past decade. This is done to explore whether a normalizing paradigm is noticeable and how such a normalizing paradigm might lead workplace e-learning programs to socially marginalize and culturally exclude workers.
520 $a To discursively analyze the passages and identify a normalizing paradigm, this thesis applies 'Discourse model' as 'tool of inquiry'. Discourse models reveal heuristic, taken-for-granted assumptions about what is socially normal and culturally representative in talk and text. The normalizing paradigm that does emerge from this cursory analysis, constructs normalized e-learning as the conflation three assumptions: technological proficiency; economic efficiency; and, training consistency. This normalizing paradigm socially justifies workers in the workplace through normalized e-learning.
520 $a To promote democratized counter discourses, this thesis puts forward critical perspectives, taxonomies, and frameworks that enable praxis of socio-cultural inclusiveness research. This thesis relies on three critical perspectives to discursively resist three formal biases inherent in normalized e-learning that emerge from this normalizing paradigm. Using a critical pedagogy perspective, this thesis reflects on the formal bias of 'standardization' and its alignment with 'training consistency' to discuss 'worker-worker' alienation from 'pedagogical standardization'. Taking a critical culture perspective, thesis hones in on the formal bias of 'categorization' and its alignment with 'economic efficiency' to elaborate 'worker-work' alienation from 'cultural categorization'. With a critical history perspective, this thesis focuses on the formal bias of 'operationalization' and its alignment with 'technological proficiency' to expand on 'worker-identity' alienation from 'ahistorical operationalization'.
590 $a School code: 0779.
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Business. $3 1017515
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Vocational. $3 1017499
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710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 72-07A.
790 $a 0779
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR72277