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Future of open education Cox presentation.pptx
The document discusses the intersection of open education and social justice, emphasizing the need for inclusivity, diversity, and the democratization of knowledge in higher education. It highlights the importance of creating affordable and culturally relevant education to ensure participatory parity while addressing injustices through both affirmative and transformative strategies. Additionally, it encourages collaboration among stakeholders and promotes the co-creation of educational resources to foster equity and community agency.
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Future of open education Cox presentation.pptx
- 1. Open education andsocial justice: Future imperatives By Glenda Cox, University of Cape Town Future of Open Education, 17 May 2023 By Maria Picasso i Piquer for Creative Commons
- 2. Open is basedon 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) Photo by freestocks.org on Unsplash 2
- 3. OER World Map (Projectended 2022)
- 4. The world incrisis • Climate change • Uncertain futures (pandemics, war, refugees) • Continued unacceptable inequalities
- 5. Academic freedom onthe decline (0 Low-1 High) Friedrich-Alexander-Universität Institute of Political Science (FAUIPS, Erlangen- Nuremberg), Germany, and the V-Dem Institute in Gothenburg, Sweden. Countries on the decline are India, China, Britain, Mexico and United States
- 6. Futures of HigherEducation: A new social contract (UNESCO,2021) This new social contract calls for: • radically different approach to higher education with a focus on openness, inclusivity and diversity. • moving away from neoliberal competition towards higher education as a public and common good. • rethinking of existing pedagogy • continuing but also moving forward from the intergenerational relationship between lecturers and students to ‘intragenerational’ pedagogy where the presence of students are foregrounded, building a truly inclusive democratic higher education where students feel a sense of belonging.
- 7. UNESCO OER recommendation (2019) The Recommendationis structured around five actions areas 1. Building capacity of stakeholders to create, access, re-use, adapt and redistribute OER 2. Developing supportive policy 3. Encouraging effective, inclusive and equitable access to quality OER 4. Nurturing the creation of sustainability models for OER 5. Promoting and reinforcing international cooperation
- 8.
- 9. Social Justice asa framework to understand the potential of Open Education At the heart of the open educational resource 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 “ ” Hodgkinson-Williams, C.A. & Trotter, H. (2018).
- 10. What is SocialJustice? Social justice is a concept that requires the organisation of social arrangements that make it possible for everyone to participate equally in society. Nancy Fraser (2005) considers social justice as ‘participatory parity’ economically, culturally and politically. “ ”
- 11. Economic Dimension ● Materialresources ● Maldistribution and redistribution Political Dimension ● Political voice ● Mis/representation mis/framing Social Justice as participatory parity (Fraser) Cultural Dimension ● 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.
- 12. Overcoming injustices: Affirmative or transformative Fraseridentifies 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.
- 13. Open education atthe University of Cape Town
- 14. Disclaimer Initiated as athree-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. Glenda Cox, PI, Michelle Willmers, Publishing & Implementation Manager, Bianca Masuku, Researcher Digital open textbooks for Development (DOT4D)
- 15. Social Justice Open Education Eg: Open Textbooks ● Openlicences ● Localisation ● Voices of collaborators and students ● Free ● Digital affordance:adaptability ● Co-creation ● Economic ‘distribution’ ● Cultural ‘recognition’ ● Political ‘representation’
- 16. https://africanarguments.org/2021/06/fallisms-faultlines-the-paradoxes-of-fees-must-fall/ openstax We visited RiceUniversity and spoke with students about their perspectives on free textbooks. Check back tomorrow to see another student’s perspective. #ForStudentsForever https://www.buzzfeed.com/h usseinkesvani/oxford- campaign-rhodes-must-fall Economic distribution, cultural recognition and political representation #feesmustfall
- 17. Student co-creation ofopen textbooks (UCT case study) Authors found ways in which to not only capture “persons’ own embodied experience and their lived realities" in the authorship process, but also to include their feedback in quality assurance. Student participation is a critical aspect of the institutional transformation agenda, in that it addresses social justice and inequity in the classroom.
- 18. 'Students as partners'and co-creators 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) 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)
- 19. Does open educationaddress underlying structures of dominance and subordination? (transformative justice) 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. (Individual agency to a distributed response) 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 (Fraser,2005).
- 20. A call toorganise Open education… Emphasis in market value of HE Technological monopolies (Technology is never neutral) Perpetuating injustices Racism Economic exclusion Competition for gain Equity Access Intersectionality Collaboration Community Voice Generosity Care Empirical evidence for open education and its role in affirmative and transformative justice Knowledge for the Public good Norm creation Distributed response moving beyond individual agency Student co-creation Student success Agency to communities ‘The power of publication for all’ Creative Commons
- 21. "Higher education needsto be a fierce advocate for free and open access to knowledge and science" (UNESCO, 2021:75) By Preeti Singh for Creative Commons
- 22. References Cox, G., Masuku,B.,& Willmers M (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 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 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 UNESCO. 2021 Reimagining our futures together: a new social construct. https://unesdoc.unesco.org/ark:/48223/pf0000379707 UNESCO. 2019. OER recommendations https://www.unesco.org/en/legal-affairs/recommendation-open-educational-resources-oer Savarimuthu, B & Cranefield, S. 2011 Norm creation, spreading and emergence: A survey of simulation models of norms in multi-agent systems. Semantic Scholar https://www.semanticscholar.org/paper/Norm-creation%2C-spreading-and-emergence%3A-A-survey-of-Savarimuthu- Cranefield/a7072328d1a090b145cb065e6312b0f8a3b01273 https://projectnile.in/2021/04/29/crowdfunding-for-social-justice/ from website Decline in academic freedom. https://www.fau.eu/2022/03/03/news/research/academic- freedom-on-the-decline/
Editor's Notes
- #2 5-7 minutes
- #3 Open education is based on the philosophical view that Knowledge should be available to all”
- #8 UNESCO (2019). "Recommendation on Open Educational Resources (OER)". portal.unesco.org. Retrieved 2021-07-06. UNESCO member states will be reporting on their progress with the implementation of the Recommendation action areas on a periodic basis (every 3–5 years). Launched in 2020 by UNESCO, The OER Dynamic Coalition (comprising stakeholders from member states and National Commissions for UNESCO, IOs, civil society and private sector) was constituted to support and advance implementation of the 2019 Recommendation on OER Reference: https://plus.google.com/+UNESCO (2020-04-14). "OER Dynamic Coalition". UNESCO. Retrieved 2021-07-08.
- #10 Hodgkinson-Williams, C.A. & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development. Journal of Learning For Development, 5(3), 204-224. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/312
- #11 Hodgkinson-Williams, C.A. & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development. Journal of Learning For Development, 5(3), 204-224. Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/312
- #12 Nancy Fraser wears a number of hats, so to speak; she is a feminist scholar, a moral philosopher, a political and social theorist, whose work over the past three decades has been central to debates over what constitutes a socially just society. She is particularly well known for her three-dimensional framework of PP (her “greatest contribution” (Blackmore 2017)) Fraser equates participatory parity with social justice: PP is the ability to participate as equals or peers in social interaction. Social and institutional arrangements can either enable or constrain participatory parity from three dimensions: the economic which relates to the distribution, maldistribution and redistribution of material resources the cultural – relates to the misrecognition and recognition of cultural attributes and the political – relating to political voice and contains two levels of injustice, misrepresentation and misframing Participatory parity looks at the what, who and how of social justice All three dimensions are mutually entwined and reciprocally influence and reinforce each other but none are reducible to the other. Efforts to work towards social justice must thus involve all three of these dimensions – the emphasis will be tactical and strategic. She uses the slogan “No redistribution or recognition without representation” (Fraser, 2008:282) – all three conditions are necessary for participatory parity and none alone is sufficient Social justice in each one of these dimensions can be viewed from an affirmative or transformative perspective – and I will discuss this a bit more later.
- #13 "By affirmative remedies for injustice I mean remedies aimed at correcting inequitable outcomes of social arrangements without disturbing the underlying framework that generates them." (Fraser, 1995, p.82) "By transformative remedies, in contrast, I mean remedies aimed at correcting inequitable outcomes precisely by restructuring the underlying generative framework." (Fraser, 1995, p. 82)
- #17 The open textbook has the affordances to serve as a platform or mechanism through which to save money for students to incorporate the voices of collaborators and students and politically challenge the status quo, shift power dynamics and address issues of relevance, decolonising where necessary, and countering existing publishing models
- #18 One of the UCT open textbook authors used her open textbook development process to bring in female and black voices in a very direct attempt at shifting existing power dynamics, with the hope that this would empower students to have a voice, contribute to the canon in their field, and realise the “power in publication.” She also expressed how she was using the open textbook as a process through which to change her approach to her course and include “persons’ own embodied experience” and their lived realities.
- #21 If we are going to solve the world’s biggest problems, for example, climate change then the knowledge about them must be open. If our aim is to improve education then we need to embrace openness as a mechanism for everyone in the world to have access to quality resources. I invite you to share your teaching and learning resources (course materials, lecture videos, slides, open textbooks) with open licenses to support students and other lecturers in other institutions that may be less well resourced. Open licenses allow the users of materials to reuse, redistribute, revise, remix and retain. The creation of these materials is a perfect opportunity to include students as partners in the design, authoring and evaluation of your teaching materials