Although the pandemic has brought about a global interest in online education, the prevalence of e-learning hegemonies still hinders educational justice in many settings, Iran being no exception. This presentation explores the lived experiences of various stakeholders among the Iranian Computer Assisted Language Learning (CALL) academia with regard to six hegemonies of e-learning and CALL (i.e., linguistic, technological, economic, educational, sociocultural, and sociopolitical), as demonstrated through interviews, and further attempts to demonstrate how these hegemonies are detrimental to online educational justice. Recurring themes are discussed, and the decisive roles of sociocultural and sociopolitical hegemonies, in particular, are emphasized. Furthermore, the data indicates how attempting to eradicate one form of CALL hegemonies without addressing the others may not always succeed. The determining role that context can play in how CALL hegemonies play out will also be discussed, as well as how some of the self-appointed custodians of educational justice might occasionally exacerbate the situation through setting an accepted tone for the dialog, thus suffocating competing narratives.

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Abstract Summary
Although the pandemic has brought about a global interest in online education, the prevalence of e-learning hegemonies still hinders educational justice in many settings, Iran being no exception. This presentation explores the lived experiences of various stakeholders among the Iranian Computer Assisted Language Learning (CALL) academia with regard to six hegemonies of e-learning and CALL (i.e., linguistic, technological, economic, educational, sociocultural, and sociopolitical), and attempts to demonstrate how these are detrimental to online educational justice. Recurring themes are discussed, and the decisive roles of sociocultural and sociopolitical hegemonies, in particular, are emphasized. The presentation will also touch upon whether some of the self-appointed custodians of educational justice might not occasionally exacerbate the situation through setting an accepted tone for the dialog, thus suffocating competing narratives.

Authors:
S. Susan Marandi, Alzahra University, Iran

About the Presenter(s)
Professor S. Susan Marandi is a University Professor/Principal Lecturer at Alzahra University in Iran

See this presentation on the full schedule – Sunday Schedule

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