Advances in technology coupled with a changing social, political and economic climate is seeing a proliferation in the growth of mediated education. Recognizing that mediated education and the application of various technologies in mediated education is constructed from a particular cultural perspective, this paper proposes to challenge this perspective, arguing that we need to develop heuristic frameworks that help us think of meeting the needs of a culturally diversified population. Using the concept of communities of practice as an analytical lens it begins by making explicit the origins of mediated education and the implications this has had for culturally marginalized peoples. Arguing that mediated education, as it is constructed, is a form of neo-colonialism, it proposes to examine mediated education within the context Giroux's concept of border crossings. Implications for application are then explored. IntroductionThe convergence of communication technology with computer technology is rapidly altering the very fabric of our lives; it is changing the way we meet, communicate, socialize, spend our leisure time, and work with people. Rheingold (1993) argues that these technological developments are changing our lives on three levels. First, technology, and in particular media developments, shape our thoughts and perceptions-how we see the world is shaped by technologies, whilst the technologies we develop and use are shaped by our thoughts, perceptions, and actions. Second, technology offers a capability of many-to-many communication, offering new opportunities for interacting with diverse others and building new, geographically dispersed communities. Third, technology has the potential to challenge the existing political hierarchy through networked social organization. Derrick de Kerckhove (1997) argues these changes in technology are changing our "reality", manifesting

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This case study of a telecenter in Cali, Colombia examines the impacts of Internet access and use on local social equity. It proceeds with a livelihoods analysis of the neighborhoods surrounding the telecenter combined with an analysis of how telecenter users and other local residents are using the Internet and other ICTs. The study found that the telecenter was not improving local social equity through its services: its users were demographically similar to other Internet users and used the Internet primarily to further their formal employment options. Implications for the broader telecenter and ICT for development literature are discussed. (c) 2008 by The Massachusetts Institute of Technology.

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The Journal invited Allan Lauzon to comment on the preceding article by Gordon Thompson and Wayne Lamble. In his response Lauzon examines the larger shifts in Canadian society, making the case that this represents a fundamental shift in dominant values; examines how this value shift is impacting upon the university; examines the implications of value changes in the university for university extension units; and examines and comments on some of the ideas put forth by Thompson and Lamble. The Journal will provide an opportunity for Thompson and Lamble to respond to Lauzon's comments in the next issue of theJournal (fall 2000).