Open education and social justice: Collaboration and student co-creation at the University of Cape Town. Presented at Worcester Polytechnic Institute, Massachusetts, USA (Guest lecturer at the institution for 5 days). (21-28.01.2023)
Decolonising DMU: towards the anti-racist UniversityRichard Hall
Workshop materials for strategic visions and values workshop, at the university of Durham. Workshop focuses upon Decolonising DMU: towards the anti-racist University, and the tensions between EDI and decolonising work.
Transformative Education: Towards a Relational, Justice-Oriented Approach to ...Zack Walsh
This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.
Future of open education Cox presentation.pptxGlenda Cox
I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
Key Message: We need an open peer-to-peer network to connect the stakeholders (e.g. Bitcoin), create synergies from the dispersed resources (e.g. BOINC), and multiply the opportunities along the chain. We need the Open Source University of the future.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Cox, G. 2023. OER development at UCT lessons to carry forward. Title of webinar: Capitalising on OER to improve educational performance in resource-limited settings. Yusuf Maitama Sule university Jano, Nigeria (9 May 2023).
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Addressing Inequity in Education via Mandatory Staff Developmentdecolonisingdmu
Lucy Panesar, University of Kent
Terry Finnigan, University of the Arts London
This session draws on the experience of different institutions and their approach to addressing inequity in education within a HE context. Colleagues from De Montfort University, Kent University and University of the Arts London discuss how they are utilising mandatory staff development programmes, in the shape of Postgraduate Certificates to help academic staff to innovate and transform their teaching practice in light of the decolonising agenda.
Each of these institutions have various levels of experience in adopting this approach. Each will explain their individual approaches and reflect on the strengths and challenges they have encountered. In sharing this practice, we hope to inspire other institutions to also take bolder steps to developing a more equitable and inclusive student learning experience through their PG Certs.
We propose to run a structured plenary discussion providing an overview of the different approaches that institutions have taken to bringing issues of inclusive practice, decolonisation and racial and social justice into the key remit of mandatory PG Certs. There will be opportunity for delegates to reflect on challenges/approaches of presenting a similar approach within their institution.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
Decolonising DMU: towards the anti-racist UniversityRichard Hall
Workshop materials for strategic visions and values workshop, at the university of Durham. Workshop focuses upon Decolonising DMU: towards the anti-racist University, and the tensions between EDI and decolonising work.
Transformative Education: Towards a Relational, Justice-Oriented Approach to ...Zack Walsh
This paper aims to increase related knowledge across personal, social and ecological dimensions of sustainability and how it can be applied to support transformative learning. The paper provides a reflexive case study of the design, content and impact of a course on eco-justice that integrates relational learning with an equity and justice lens. The reflexive case study provides a critical, exploratory self-assessment, including interviews, group discussions and surveys with key stakeholders and course participants. The results show how relational approaches can support transformative learning for sustainability and provide concrete practices, pathways and recommendations for curricula development that other universities/training institutions could follow or learn from. Sustainability research, practice and education generally focuses on structural or systemic factors of transformation (e.g. technology, governance and policy) without due consideration as to how institutions and systems are shaping and shaped by the transformation of personal agency and subjectivity. This presents a vast untapped and under-studied potential for addressing deep leverage points for change by using a relational approach to link personal, societal and ecological transformations for sustainability.
Future of open education Cox presentation.pptxGlenda Cox
I was invited to present at a webinar with other UNESCO chairs on the ‘Future of open education’, hosted by the UNESCO chair for Social Sustainability, University of SZcZecin, Warsaw, Poland (17 May 2023).
Key Message: We need an open peer-to-peer network to connect the stakeholders (e.g. Bitcoin), create synergies from the dispersed resources (e.g. BOINC), and multiply the opportunities along the chain. We need the Open Source University of the future.
Strategies for building a campus community that includes disability as a issue of diversity. Vital to building an inclusive environment looking at the intersections of identity must be part of the conversations.
The Context for Civic Learning and Engagement in Higher Education TodayBonner Foundation
A special presentation by Dr. Dawn Whitehead, Vice President of the Office of Global Citizenship at AAC&U for the 2019 Bonner Fall Directors and Community-Engaged Learning.Meeting.
Engaged Signature Work: Presentation for Rutgers University New BrunswickBonner Foundation
A presentation for faculty, staff, and friends at Rutgers University New Brunswick from Ariane Hoy, Vice President at the Bonner Foundation, as part of its RU-NB Cares.
Cox, G. 2023. OER development at UCT lessons to carry forward. Title of webinar: Capitalising on OER to improve educational performance in resource-limited settings. Yusuf Maitama Sule university Jano, Nigeria (9 May 2023).
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Addressing Inequity in Education via Mandatory Staff Developmentdecolonisingdmu
Lucy Panesar, University of Kent
Terry Finnigan, University of the Arts London
This session draws on the experience of different institutions and their approach to addressing inequity in education within a HE context. Colleagues from De Montfort University, Kent University and University of the Arts London discuss how they are utilising mandatory staff development programmes, in the shape of Postgraduate Certificates to help academic staff to innovate and transform their teaching practice in light of the decolonising agenda.
Each of these institutions have various levels of experience in adopting this approach. Each will explain their individual approaches and reflect on the strengths and challenges they have encountered. In sharing this practice, we hope to inspire other institutions to also take bolder steps to developing a more equitable and inclusive student learning experience through their PG Certs.
We propose to run a structured plenary discussion providing an overview of the different approaches that institutions have taken to bringing issues of inclusive practice, decolonisation and racial and social justice into the key remit of mandatory PG Certs. There will be opportunity for delegates to reflect on challenges/approaches of presenting a similar approach within their institution.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
Creative commons seminar held at the University of Cape Town. Back ground to open education and why it is imprtant. Rethinking why open is so important for university faculty
OpenEd virtual conference. Introducing some new findings from the Digital Open Textbooks for development initiative (open textbook author views on students as partners)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How libraries can support authors with open access requirements for UKRI fund...
Cox WPU January 2023.pptx
1. Open education and Social Justice: Collaboration and
student co-creation at the University of Cape Town
By Glenda Cox
Digital Open Textbooks for Development, Centre for Innovation in Learning and Teaching,
University of Cape Town
January 2023
Worcester Polytechnic University, MA
2. 2
28 703
STUDENTS
4 928 staff (1 184
academic and 3 744
professional,
administrative support
and service staff).
University of Cape Town
7. Open is based on the philosophical view of
“knowledge as a collective social product and the
desirability of making it a social property”
(Prasad & Ambedkar in Downes, 2007:1)
7
Photo by freestocks.org on Unsplash
8. Open Education is part of the
“Open Movement”
The Open Movement
Open Source Software
Open Access
Open Licences
Open Science
Open Society
BY Cheryl Hodgkinson-Williams
9. Open Education (OE)
Open Education is an international movement
to make education accessible to all
(Cape Town Open Education Declaration)
Broad view of education, beyond institutions
Collective term used to refer to practices &
activities that have both openness &
education at their core
10. Open Educational
Resources (OERs)
Teaching, learning, and research
resources that reside in the public
domain or have been released under
an intellectual property license that
permits their free use or
repurposing by others (Wiley, 2010).
12. Why Open Education matters
> There is a need for accessible and FREE
resources
> There is a need for localised materials,
transforming the curriculum and addressing
relevance created collaboratively
> Lecturers can re-use materials (more efficient use
of time)
> Open education encourages lecturers to
reconsider their teaching and learning approaches
> Colleagues and students can become co-creators
12
14. Digital Open Textbooks for Development (DOT4D)
Initiated as a three-year (2018–2021) research, advocacy and
implementation project funded by the Canadian IDRC, following in wake of
Research on Open Educational Resources for Development (ROER4D) and
other CILT open education initiatives (since 2007). Now an institutionally
funded initiative.
Bianca Masuku
Researcher
Michelle Willmers
Publishing &
Implementation Manager
Dr Glenda Cox
Principal Investigator
15. To contribute to improving inclusion in South African
higher education by addressing equitable access to
relevant learning resources.
> Backdrop of widening equity, exacerbating crisis in
access and representation
DOT4D Objective:
16. Economics
Student protest #fees must fall
https://africanarguments.org/2021/06/fallisms-faultlines-the-paradoxes-of-fees-must-fall/
openstax
We visited Rice University and spoke with students about
their perspectives on free textbooks. Check back tomorrow
to see another student’s perspective. #ForStudentsForever
18. ● Digital, freely available collections of scaffolded teaching and learning content
● published under an open licence
● with affordances for integrated multimedia and third-party content
● published via platforms and in formats that provide affordances for content delivery on a
range of devices, print and low bandwidth access strategies
Parity of Participation > Collaboration > Inclusion >
Social justice > Sustainability
● through collaborative, inclusive authorship, quality assurance and publishing
approaches
● that can be leveraged in sustainable models of open textbook production for
social justice and transformation.
Key features of open textbooks for social justice
21. Unpacking social justice
Social justice is a concept that requires the organisation of social arrangements
that make it possible for everyone to participate equally in society.
Fraser (2005) considers social justice as “participatory parity’ in economic,
cultural and political dimension
(Cox, Masuku & Willmers, 2020)
https://commons.wikimedia.org/wiki/File:Social_Justice_Pride_Flag.png
22. (Thanks to Susan Gredley)
Economic
● Material resources
● Maldistribution
and redistribution
Political
● Political voice
● Mis/representation
mis/framing
Social Justice as participatory parity (Fraser)
Cultural
● Cultural attributes
● Misrecognition and
recognition
> Participatory parity looks at the what, who and how of social justice
> Justice in each dimension can be remedied through affirmative or
transformative responses.
23. Overcoming
injustices:
Affirmative or
transformative
Fraser identifies two types of
strategies to overcome injustice:
affirmative strategies, which include
activities aimed at ameliorating the
scope or intensity of a particular
injustice; and transformative
strategies, which seek to address
the root cause of an injustice.
24. Social justice strives for
an outcome where all the relevant
social actors [can] participate as
peers in social life (Fraser 2005:87)
and
and a process in which procedural
standards are followed in fair and
open processes of deliberation
(Fraser 2005:87)
● Economic equity
● Cultural diversity
● Political inclusion
28. Drivers/motivation Social Justice dimension
(Fraser, 2005)
The role of the Open Textbook:
Affordable access
Economic
(maldistribution of
resources)
Saving students money
Multilingualism
Cultural
(misrecognition)
Terminology in Chemistry and
Statistics translated into local
languages with the help of students
Curriculum
transformation
Cultural (misrecognition
of culture and identities)
&
Political
(misrepresentation or
exclusion of voice)
Inclusion of local cases and examples,
making textbooks relevant
Collaboration with colleagues and
students (empowering and giving voice)
Pedagogical
innovation
Political
(misrepresentation or
exclusion of voice)
Two examples of changing
‘classroom’ practice to deliberately
include students as content creators
29. Read about the journeys these
academics went on in developing
their open textbooks; including
their motivations, challenges,
insights around working with
students and sustainability factors.
https://openbooks.uct.ac.za/uct/ca
talog/book/37
31. Bovill (2020) terms of inclusion
(adapted by DOT4D)
Participatory design Stakeholders contribute to the design and development of
initiatives. including curriculum; students are “testers or
informants” and don’t have a high level of agency
Engagement Activities to motivate and interest students; can include
engagement in teaching and learning
Partnership Collaborative; contribute equally; some pedagogical
conceptualisation and decision-making; implementation and
analysis
32. Bovill terms of inclusion (cont.)
Co-creation Contribute new pedagogical ideas; empowerment; meaningful
engagement; students construct understanding and learning
resources
Representative Elected role, small group representing whole group
Consultant Students selected and paid to collaborate
Co-researcher Collaborating meaningfully on teaching and learning research
or subject based research
Co-designer Sharing responsibility for designing learning, teaching and
assessment
37. Collaborative open textbook production
models
Aim: Provide open textbook creators with sustainable models of production that manifest “parity of
participation” as the just end point of social justice
DOT4D context: Four models of open textbook production reflecting varying levels of students and
colleague collaboration
● Participatory/Engagement Model
● Participatory/Engagement and Co-Creation Model
● Co-Creation Model
● Co-Creation/Partnership Model
AFFIRMATIVE REMEDY TRANSFORMATIVE REMEDY
None Participatory
design
Engagement Co-creation Partnership
40. Student co-creation highlights (and
lowlights)
● In 6 initiatives, students took on various co-creation roles in authorship.
● In 2 initiatives, students were co-creators in quality assurance processes.
● Authors found ways in which to not only capture students’ lived realities in the
authorship process, but also to include their feedback in quality assurance.
● However, students were not involved in any of the publishing processes.
● Student participation is a critical aspect of the institutional transformation agenda, in
that it addresses social justice and inequity in the classroom.
41. Students as partners
Global movement to include (UG) students in course design, facilitation and research
“a collaborative, reciprocal process through which all participants have the opportunity to
contribute equally, although not necessarily in the same ways, to curricular or pedagogical
conceptualization, decision making, implementation, investigation, or analysis” (Cook-Sather,
Bovill & Felten, 2014)
Different theoretical framings:
● Student voice, agency - critical pedagogies
● Shift of locus of expertise - co-design
● Student engagement literature
Principles: respect, reciprocity and shared responsibility
More recently: attempts to think about power differentials
“Promoting Equity and Justice Through Pedagogical Partnership”
De Bie et al (2021)
42. Current research focus: Interviews with 3 authors
Author 1: Three students (one withdrew): one students worked on designing
questions/quizzes for open chapter, another worked on a technical platform
(students were paid for this work- consultants)
Author 2: Various levels, whole class participation, tutors and co-teaching
Author 3: Students made videos (assignment) and wrote chapters (invited
whole class but not everyone co-creating)
43. How do academics experience working with students in OT
production (what are the benefits)?
Author 1: “Overall positive”, “fairly freeform” “hands off approach”
Benefits: second and third year students… you have a positive impact to play within the
department… you have a real role to play here to improve things, something that we on our
own are unable to do.
Author 2: “Satisfying because the students respond really well to the idea”
Benefits “Whole class, same level”...” And I think it's important to involve all of them at the
same level because you just get a lot of work out and it's just rich”.
Author 3: It’s fantastic. It’s very interesting,..
Benefits: they are actually mentoring me a lot more than I’m mentoring the students. They
are so inspiring to me because they are on a completely different frequency
44. What are the challenges?
Author 1: Strike a balance: ‘any time that they spend working on something like this is
time taken away from their actual studies.’
‘The workload for students is really enormous’
One students didn’t contribute: They just felt like the normal bumps along the road
that one expects.
Author 2: Group work is always challenging
Author 3: Time pressures on students
45. “Inclusivity is a key dimension of both
social justice and sustainability, in that
multiple voices are required in order to
achieve more equal epistemic
representation”(Cox, Masuku and Willmers
2022a)
47. Does open education address underlying structures of
dominance and subordination?
Only if it is created and used across the institution and potentially across the
country and globally, in order to embrace critical reflexivity and pluralism
valuing previously excluded knowledge and legitimising indigenous
resources.
Only then will we be“dismantling (of) institutional obstacles” or root causes of
systemic injustice that underlie the pursuit of participatory parity present in
higher education.
48. The power of open education lies not only in the product: accessible
content but especially in the process: making the content.
The process includes pedagogical shifts and is an enabler for cultural and
political justice.
49. A Call to organise open education…..
What are we organising against?
The current emphasis on market value
of HE
(via Neoliberalism)
Technological monopolies (technology
is never neutral)
Perpetuating injustices
Racism
Economic exclusion
Competition for gain
What are we organising for?
●Equity
●Access
●Intersectionality
●Collaboration
●Community
●Voice
●Generosity
●Care
49
Adapted from Kathleen Fitzpatrick OpenEd plenary 2021
50. “Open is a gift on offer. Like any gift, it is up to
you whether you think it is worthwhile to accept
it. We only ask that you consider” (Biswas-
Diener & Jhangiani, 2017:6)
51. References
Cox, G., Masuku, B. & Willmers, M. 2020. Open Textbooks and Social Justice: Open Educational Practices to Address Economic,
Cultural and Political Injustice at the University of Cape Town. Journal of Interactive Media in Education, 1 (2):pp. 1–10. Available at:
https://open.uct.ac.za/handle/11427/31887
Cox, G., Masuku, Cox G, Willmers M and Masuku B (2022a) Sustainable open textbook models for social justice. Front. Educ.
7:881998. doi: 10.3389/feduc.2022.881998
DOT4D. 2021. Open Textbooks in South African Higher Education: Action Brief. Cape Town: Digital Open Textbooks for Development.
Available at: https://drive.google.com/file/d/1_BFNLHPRcPP1f94GyR9EiZ98HKKu54f1/view?usp=sharing
Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36, 69–88. Retrieved from https://newleftreview.org/II/36/nancy-
fraser-reframing-justice-in-a-globalizing-world
52. Recognising teaching innovation that
promotes social justice and transformation
Symbol of institutional commitment to supporting teaching and
learning initiatives producing textbook content that promotes:
● Curriculum transformation / decolonisation
● Pedagogical innovation
● Inclusion of students and marginalised voices
● Disability access
● Relevance to local context
● Multilingualism
● Technical innovation