Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons

Resource type
Book Section
Authors/contributors
Title
Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons
Abstract
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
Book Title
Radical Solutions and Open Science: An Open Approach to Boost Higher Education
Series
Lecture Notes in Educational Technology
Place
Singapore
Publisher
Springer
Date
2020
Pages
69-89
Language
en
ISBN
9789811542763
Short Title
Who Benefits from the Public Good?
Accessed
24/10/2022, 03:19
Library Catalogue
Springer Link
Citation
Amiel, T., ter Haar, E., Vieira, M. S., & Soares, T. C. (2020). Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons. In D. Burgos (Ed.), Radical Solutions and Open Science: An Open Approach to Boost Higher Education (pp. 69–89). Springer. https://doi.org/10.1007/978-981-15-4276-3_5