The purpose of this paper is to show a practical case of dialogic web‐based learning that has provided a set of questions analysing two complex technological projects in “southern” countries with effects on multicultural equity.
Structured online review processes in multicultural and systems science curricula allow for high density of literature‐based reflection and analysis.
The entirety of the set of over 50 questions developed by the proposed web‐based dialogic procedure represents a starting point for an in‐depth assessment of the effects of deploying “northern” technology in “southern” countries.
The present case study concentrates on energy technology, notably on two hydroelectric plants presently under construction in Ilısu, Turkey, and Belo Monte, Brazil.
The multitude of questions calls for complex technological construction projects that have to undertake sound interdisciplinary in‐depth analysis of technological, environmental, economic, cultural and social consequences in order to secure a necessary level of economic, environmental and social sustainability.
Application of widely accepted planning tools such as technology assessment, environmental impact assessment and strategic environmental assessment are useful but have to be complemented by analogous tools at a cultural and social level.
This case study operates through questioning, largely in the Socratic tradition. Questions may trigger a broad discussion process within civil societies – which is the intention of the present text.
