Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education

This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping...

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Autor principal:	Sarah Roslyn Lambert
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2018
Materias:	social justice open education open educational resources open educational practices oep critical theory definition Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/9d254a9481bb4697b4f4772fc76c8f6e
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id	oai:doaj.org-article:9d254a9481bb4697b4f4772fc76c8f6e
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spelling	oai:doaj.org-article:9d254a9481bb4697b4f4772fc76c8f6e2021-12-03T18:48:07ZChanging our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education2311-1550https://doaj.org/article/9d254a9481bb4697b4f4772fc76c8f6e2018-11-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/290https://doaj.org/toc/2311-1550 This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.Sarah Roslyn LambertCommonwealth of Learningarticlesocial justiceopen educationopen educational resourcesopen educational practicesoepcritical theorydefinitionTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 5, Iss 3, Pp 225-244 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	social justice open education open educational resources open educational practices oep critical theory definition Theory and practice of education LB5-3640
spellingShingle	social justice open education open educational resources open educational practices oep critical theory definition Theory and practice of education LB5-3640 Sarah Roslyn Lambert Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
description	This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.
format	article
author	Sarah Roslyn Lambert
author_facet	Sarah Roslyn Lambert
author_sort	Sarah Roslyn Lambert
title	Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
title_short	Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
title_full	Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
title_fullStr	Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
title_full_unstemmed	Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
title_sort	changing our (dis)course: a distinctive social justice aligned definition of open education
publisher	Commonwealth of Learning
publishDate	2018
url	https://doaj.org/article/9d254a9481bb4697b4f4772fc76c8f6e
work_keys_str_mv	AT sarahroslynlambert changingourdiscourseadistinctivesocialjusticealigneddefinitionofopeneducation
_version_	1718373117305290752

Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education

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