| Abstract: | On-line education has been heralded as the next democratizing force in education, particularly in higher education (Daniel 1996; Jones 1997). By opening access to populations which have not had access either because of geographical location, job status, or physical handicap, the rhetoric of on-line education suggests that this new technology will democratize education, breaking down the elitist walls of the ivory tower. However, it is not at all clear that the reality of implementing distance learning solutions have in fact any potential, much less actual value for democratizing higher education. Much the opposite, founded on the myth of the meritocracy, on-line education has the potential to exacerbate already intractable views of individual achievement through education as rectifying failures to meet disadvantaged populations' needs. This paper presents several cases of international on-line education and the rhetoric that surrounds its introduction. In some cases we are able to share stories of implementation of distance learning programmes or governmental promises made to those interested in distance learning. In each case, we attempt to tell a story that sheds light on the ways in which the noble goals of democracy are and aren't met in the harsh reality of on-line learning. |
