| isidore.science

This volume collects a series of theoretical and practical interventions in the area of blended learning globally. It aims to present pedagogues working in higher education contexts in the developing world with models of successful blended learning initiatives designed and implemented by committed educators working with student bodies characterised by unequal access to technology and connectivity. The twelve individual chapters of this volume are an invaluable practical resource for educators but when taken as a whole the collection provides a counter to commonplace beliefs about blended learning originating within the institutions of wealthy countries. It offers theoretical, material and socially grounded currents for thinking about the place of blended learning in the Global South and is a work of resistance to pedagogical epistemologies with ‘first world’ and neoliberal biases.

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