This thesis aims to contribute to the optimising of the educational engagement of low socio-economic and other historically underrepresented populations in undergraduate, web-based distance learning in higher education. It establishes, through theoretical and philosophical argument, the value of a participative justice approach to equity, a social constructionist epistemological framework for curricular praxis, and a relational conceptualisation of networked computing. The project to re-map the terrains of equity, curricular practice, and web-based distance learning in higher education emerges out of a realisation that current maps are restrictive, epistemologically flawed, and theoretically deficient, thereby inhibiting the educational engagement of disadvantaged students and obstructing systemically equitable outcomes. Without a new curricular map web-based distance learning is likely to maintain, if not exacerbate, distance education�s historic record as having the highest levels of inequitable outcomes in higher education. In response, the thesis, taking a critical social constructionist stance, problematises current equity, curricular practice, and networked computing discourses in relation to culture, power, and politics. As a critical postmodernist counter-narrative, the thesis proposes paradigm shifts from an access to a participative approach to equity, from an individual to a social learning model for curricular practice in distance education, and from a technocratic to a relational conceptualisation of networked computing. Web-based distance education is positioned as a site of contestation where the need for equity is greatest and the implementation of a new model of curricular practice is most likely to succeed since web-based distance learning is still a newly emerging mode of study in which academics are themselves newcomers in search of effective curricular practices. This leads to the development of �Critical Interdependent Acculturation� as a �next generation� social constructionist curricular practice for web-based distance learning. Having established the capacity of networked computing to sustain such a curricular practice, this thesis offers academics a new conceptual architecture, �Imaginative Designs for Equitable Achievement of Learning� (IDEAL) to optimise the educational engagement of all students in web-based distance learning in higher education, but especially for those least advantaged. Accordingly, the thesis invites academics to re-evaluate their approach to equity, their epistemic assumptions and to transform rather than transfer old paradigm curricular practices in networked distance learning. The remapping of equity in web-based curricular practices undertaken in this thesis represents a significant contribution to knowledge. The study, by taking a critical postmodernist approach to class, power and social relations, addresses significant research gaps in its theoretical analysis of disadvantaged students in distance education, especially its web-based mode, in which these students are most at risk of educational disengagement. The study targets the operation of social power at the micro-level of curricular practices in higher education and shifts the web-based learning debate from technological access to equitable engagement in its social practices. The reconfiguration of curricular practices to transform the operation of power in mainstream programs positions this study as a groundbreaking project, and by arguing for a systemic curricular response geared towards equitable educational engagement, it affirms that curricular focused research is a significant factor in achieving equity in web-based higher education, rather than being peripheral to it.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-18T18:06:08Z No. of bitstreams: 1 Daniel Bocchini.pdf: 1935923 bytes, checksum: 8d6f1af2923bda3b335ad09036ca8044 (MD5) / Made available in DSpace on 2017-04-18T18:06:08Z (GMT). No. of bitstreams: 1 Daniel Bocchini.pdf: 1935923 bytes, checksum: 8d6f1af2923bda3b335ad09036ca8044 (MD5) Previous issue date: 2017-02-22 / The cultural multiplicity and, consequently, the encounter as the other are marks of the contemporary society. In this way, social environments are characterized by the encounter and the dispute of certain meanings. Seeking to understand this scenario becomes fundamental for building fairer and more democratic social spaces, since the subaltern condition with which certain social groups are treated in the various sectors, including education, is remarkable. Analyzing this marginalization, the issue of Afrodescendants acquires relevance due to its historical struggle for recognition in society and also in the educational system. In order to reverse this situation, some affirmative actions were adopted to reduce racial inequality (quotas policy, exemption from the entrance fee, entrance fees, etc.). Also, in the last years, universities have been instituted in Brazil that are being denominated of alternatives or popular, in that they present differences with respect to the so-called traditional or classic universities. With this in mind, in 2010, the University of International Integration of Afro-Brazilian Lusophony (UNILAB) was created, located in the municipality of Redenção, in the state of Ceará. Considering these questions, the present research aimed to reveal how the inclusion of Afro-descendant students in UNILAB is operationalized, considering the curricular construction and perception of the students themselves. Through the use of interviews and questionnaires with the pro-rectors, coordinators, professors and students, we can consider that UNILAB is still a long way from considering a university that includes this population. Due to its recent birth, we consider of great importance the development of new research that contributes to the maturation of this institution. / La multiplicidad cultural y, en consecuencia, el terreno de juego como los otros son marcas registradas de la sociedad contemporánea. Por lo tanto, los entornos sociales se caracterizan por la reunión y la disputa determinados significados. Trate de entender este escenario se convierte en esencial para construir más justa y democrática espacios sociales, ya que es notable la condición subalterna que ciertos grupos sociales se tratan en diversos sectores, como la educación. El análisis de esta marginación, la cuestión de ascendencia africana se convierte en relevante debido a su lucha histórica por el reconocimiento en la sociedad y el sistema educativo. Para revertir esta situación, se tomaron algunas medidas positivas para reducir esta desigualdad racial (política de cuotas, la exención en la cuota de inscripción en la entrada, etc. abarrotar popular). Además, en los últimos años se han establecido en las universidades de Brasil de ser llamado alternativa o popular medida en que difieren en cuanto a las universidades tradicionales o clásicos dicho. Con ese fin, en 2010, se creó la Universidad de Integración Internacional africanos de habla portuguesa-brasileña (UNILAB), ubicada en el municipio de la redención, en el estado de Ceará. Teniendo en cuenta estas cuestiones, el presente estudio tuvo por objetivo conocer cómo poner en práctica la inclusión de los estudiantes afrodescendientes en UNILAB teniendo en cuenta el desarrollo curricular y la percepción de los propios estudiantes. Mediante el uso de entrevistas y cuestionarios a los pro-rectores, ingenieros, profesores y estudiantes podemos considerar que UNILAB aún está lejos de considerar una universidad que incluye esta población. Dependiendo de su nacimiento reciente, consideramos muy importante el desarrollo de una nueva investigación que contribuye a la maduración de esta institución. / A multiplicidade cultural e, consequentemente, o encontro com o outro são marcas da sociedade contemporânea. Dessa maneira, os ambientes sociais caracterizam-se pelo encontro e pela disputa de certos significados. Procurar compreender esse cenário torna-se fundamental para construirmos espaços sociais mais justos e democráticos, visto que é notável a condição de subalternidade com que determinados grupos sociais são tratados nos diversos setores, inclusive na educação. Analisando essa marginalização, a questão dos afrodescendentes adquire relevância devido à sua histórica luta por reconhecimento na sociedade e também no sistema educacional. Para reverter esse quadro, algumas ações afirmativas foram adotadas a fim de diminuir a desigualdade racial (política de cotas, isenção na taxa de inscrição nos vestibulares, cursinhos populares etc.). Também, nos últimos anos foram instituídas no Brasil universidades que estão sendo denominadas de populares, na medida em que apresentam diferenças relativamente às universidades ditas tradicionais ou clássicas. Com esse intuito, no ano de 2010, foi criada a Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB), localizada no município de Redenção, no estado do Ceará. Considerando essas questões, a presente pesquisa teve como objetivo desvelar de que modo se operacionaliza a inclusão dos estudantes afrodescendentes na UNILAB, considerando a construção curricular e a percepção dos próprios estudantes. Por meio da utilização de entrevistas e questionários com pró-reitores, coordenadores, professores e estudantes podemos considerar que a UNILAB ainda está muito aquém de considerarmos uma universidade que inclui essa população. Em função do seu recente nascimento, consideramos de suma importância o desenvolvimento de novas pesquisas que contribuam para amadurecimento dessa instituição.