A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is un...

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Autor principal:	Cheryl Ann Hodgkinson-Williams
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2018
Materias:	open educational resources open educational practices social justice global south Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/217f9a893ec645b3812c4717506ff0c6
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id	oai:doaj.org-article:217f9a893ec645b3812c4717506ff0c6
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spelling	oai:doaj.org-article:217f9a893ec645b3812c4717506ff0c62021-12-03T18:50:25ZA Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South2311-1550https://doaj.org/article/217f9a893ec645b3812c4717506ff0c62018-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/312https://doaj.org/toc/2311-1550At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.Cheryl Ann Hodgkinson-WilliamsCommonwealth of Learningarticleopen educational resourcesopen educational practicessocial justiceglobal southTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 5, Iss 3, Pp 204-224 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open educational practices social justice global south Theory and practice of education LB5-3640
spellingShingle	open educational resources open educational practices social justice global south Theory and practice of education LB5-3640 Cheryl Ann Hodgkinson-Williams A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
description	At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.
format	article
author	Cheryl Ann Hodgkinson-Williams
author_facet	Cheryl Ann Hodgkinson-Williams
author_sort	Cheryl Ann Hodgkinson-Williams
title	A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
title_short	A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
title_full	A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
title_fullStr	A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
title_full_unstemmed	A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South
title_sort	social justice framework for understanding open educational resources and practices in the global south
publisher	Commonwealth of Learning
publishDate	2018
url	https://doaj.org/article/217f9a893ec645b3812c4717506ff0c6
work_keys_str_mv	AT cherylannhodgkinsonwilliams asocialjusticeframeworkforunderstandingopeneducationalresourcesandpracticesintheglobalsouth AT cherylannhodgkinsonwilliams socialjusticeframeworkforunderstandingopeneducationalresourcesandpracticesintheglobalsouth
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A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

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