Your search
Results 17 resources
-
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how...
-
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes:...
-
Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more...
-
Britain’s asylum system fails the most vulnerable; it cannot ensure that people who are least able to protect themselves are provided with the legal assistance that they require to cope with the challenges with which they are inevitably faced. Against this background, the charity Refugee Action developed the Frontline Immigration Advice Programme (FIAP), a technology-supported capacity strengthening programme that aims to increase access to justice for those going through the asylum system...
-
There is currently a clarion call to address social injustice in South African higher education (HE) in order to achieve greater equity in access. Within this context, current social injustices pertain to financial exclusion as well as epistemic marginalisation and are embodied in the predominance of expensive textbooks which are authored in the Global North, meaning that they are unaffordable for many students and do not represent local realities. This paper provides evidence from the...
-
Online digital platforms can increase access to educational opportunities for marginalised students, authors and communities, but digital platform design can further marginalise Indigenous knowledge because such platforms are structured according to western epistemological assumptions. They do not accommodate for Indigenous or alternative knowledge frameworks. In addition, the premium placed on openness by certain platforms and licenses contradicts the approaches preferred by Indigenous...
-
In light of rising textbook prices, open education resources (OER) have been shown to decrease non-tuition costs, while simultaneously increasing academic access, student performance, and time-to-graduation rates. Yet very little research to date has explored OER’s specific impact on those who are presumed to benefit most from this potential: historically underserved students. This reality has left a significant gap of understanding in the current body of literature, resulting in calls for...
-
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching...
-
Article: Approaches to Open Education and Social Justice Research
-
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that...
-
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013),...
-
Open educational resources (OER) have the potential to promote social justice imperatives in education, but because of the uneven provision of technical infrastructure across different countries, it remains uncertain whether the people who need OER the most are its primary beneficiaries. In K-12 education, educators play a major role in the effort to incorporate OER into classroom teaching but, even if they are able to source such resources (overcoming the “first-level digital divide”), many...
-
Jasmine Roberts [Ohio State University] presents "Beyond Free Textbooks: How OER Addresses Access, Inclusion, and Academic Excellence" in a talk given in Main Library 220 at the University of Illinois Urbana-Champaign
Explore
Organisations, collaborators and clients
Theme
Location
-
Africa
(3)
- Eastern Africa (2)
-
Northern Africa
(1)
- Egypt (1)
-
Southern Africa
(2)
- South Africa (2)
- Western Africa (2)
-
Americas
(3)
-
Caribbean
(1)
- Cuba (1)
-
Central America
(1)
- Mexico (1)
-
Northern America
(3)
- Canada (2)
- United States (3)
- South America (1)
-
Caribbean
(1)
-
Asia
(2)
-
Eastern Asia
(2)
- China (2)
- Korea, Republic (1)
- Mongolia (1)
-
South-eastern Asia
(2)
- Malaysia (2)
- Southern Asia (2)
-
Western Asia
(2)
- Georgia (1)
- Israel (1)
- Jordan (2)
- Saudi Arabia (2)
- State of Palestine (2)
- Turkey (2)
-
Eastern Asia
(2)
-
Europe
(3)
-
Northern Europe
(3)
- Finland (2)
- Iceland (1)
- Ireland (1)
- Sweden (1)
- United Kingdom (3)
- Southern Europe (2)
-
Western Europe
(2)
- Austria (1)
- France (1)
- Germany (2)
- Netherlands (1)
-
Northern Europe
(3)
-
Oceania
(1)
-
Australia and New Zealand
(1)
- Australia (1)
-
Melanesia
(1)
- Papua New Guinea (1)
-
Australia and New Zealand
(1)
Publication year
-
Between 2000 and 2024
(16)
-
Between 2020 and 2024
(16)
- 2020 (16)
-
Between 2020 and 2024
(16)
- Unknown (1)