Seeing the promised democratic potential of electronic education as increasingly chimerical, Lockard (English, Arizona State U., US) and Pegrum (English, U. of Western Australia) have gathered 16 chapters that critique e-learning paradigms and practices from democratic perspectives that go beyond mere calls for access. Opening chapters examine emerging discourses of resistance to current e-learning among educators, followed by explorations of the points at which these discourses emerge, primarily associated with the injection of neoliberal paradigms and market models into various sites and institutions of e-learning. Concluding chapters proffer alternative paradigms and practices that theoretically can minimize the dangers outlined in previous chapters. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
