Jessica Tartila Suma – författare

In this book, eight substantive chapters examine how “developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. Throwing a “developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries.

In this book, eight substantive chapters examine how “developing” countries such as Bangladesh, Malaysia, and Mexico confronted the pandemic-driven online education shift. As local instruments, resources, and preferences of specific universities meshed with global platforms, ideas, and knowledge, the book addresses several questions. Was the mix too flaky to survive increasing competitiveness? Were countries capable enough to absorb mammoth software technological changes? Throwing a “developed” country (the United States) in for contrast, the book elaborates on the inequities between these countries. Some of these inequalities were economic (infrastructural provisions and accesses), others involved gender (the role of women), political (the difference between public and private universities), social (accessibility across social spectrum), and developmental (urban-rural divides). In doing so, new hypotheses on widening global gaps are highlighted in the book for further investigation.

This book explores Bangladesh's shift from a 'bottomless pit' into a 'middle-income' category. In doing so, the book shows that the net effect was not just a change to the country's limited number of representative brands, but also a realization of many more brands to have built up over time.