Download to read offline
Uploaded byROER4D
Open education and social justice in the global south opportunities seized, missed and to be grasped
This document discusses open education and social justice in the global south. It summarizes findings from research on how university lecturers in developing countries create, use, and adapt open educational resources (OER). The research found that while use of existing OER is common, creation and adaptation of OER by lecturers is less frequent due to various barriers. It then analyzes how OER can help address economic, cultural, and political injustices based on Fraser's social justice framework, and identifies opportunities for OER to promote both ameliorative and transformative social change.
More Related Content
Similar to Open education and social justice in the global south opportunities seized, missed and to be grasped
Open education and social justice in the global south opportunities seized, missed and to be grasped
- 1. Open Education &Social Justice in the Global South: Opportunities seized, missed & to be grasped Cheryl Hodgkinson-Williams OpenEd 2018, 10-12 October 2018, Niagara Falls, NY - USA http://www.slideshare.net/ROER4D/
- 2. Presentation overview Part 1: Extentto which university lecturers create, use and/or adapt OER in the Global South Part 2: So, does OER promote social justice in the Global South?
- 3. Background: ROER4D project Researchon Open Educational Resources for Development (ROER4D) project (2013- 2017) ● 18 independent sub-projects, across 21 countries in the Global South from Chile to Mongolia, with 100 researchers and associates, supported by a Network Hub team based at UCT and Wawasan Open University, Malaysia ● Research datasets in multiple languages (English, Spanish, Portuguese, Mongolian, Dari, Pashto, etc.) ● Mostly mixed-methods data (quantitative and qualitative)
- 4. Tribute to ProfFred Mulder Sincerest thanks for the seminal role you played in the Research on Open Educational Resources (ROER4D) project. We will continue the work on opening up education to all. 1949 - 7 October
- 5. Part 1: Extentto which university lecturers create, use and/or adapt OER in the Global South
- 6. “Optimal” cycle ofopen education (OER & OEP)
- 7. Creation of OERby university lecturers is not yet a common practice (majority do not use open licences) Avg = 77% Data from de Oliviera Neto, Pete, Daryono & Cartmill (2017:81). Respondents 295 from 28 Universities in 9 countries Avg = 23%
- 8. Creation of OERby university lecturers Adapted from Hodgkinson-Williams, Arinto, Cartmill & King, 2017, p.57
- 9. OER Creation: Opportunitiesseized by lecturers ● Participation in professional development networks aids collaborative development ● Curating original OER more likely with government, institutional or project support ● Informal sharing of materials more frequent that sharing via formal OER distribution channels ● Quality assurance more likely within institutional or project initiatives ● Formal critique or feedback more easily actionable in institutional initiatives
- 10. OER Creation: Opportunitiesto be grasped by lecturers ● Co-creation among students and educators still a nascent activity BUT ● Lack of legal permission for educators to share the OER they create ● Low digital proficiency inhibits OER creation by educators and students
- 11. Use of OERby university lecturers Avg = 51% Avg = 25% Avg = 24% Data from de Oliviera Neto, Pete, Daryono & Cartmill (2017:81). Respondents 295 from 28 Universities in 9 countries
- 12. Use of OERby university lecturers Adapted from Hodgkinson-Williams, Arinto, Cartmill & King, 2017, p.57
- 13. Opportunities seized bylecturers: OER Use ● Use of OER in its original form ● Use of existing OER reported more frequently by educators than students ● Educators valued having a repository of materials relevant to their context BUT ● Educators’ lack of awareness that they are using OER ● Selecting OER challenging for educators given the volume of online resources ● Locating OER a time-consuming process for educators ● Dependence on copying of existing OER and the corollary reluctance to
- 14. Adaptation of OERby university lecturers Avg = 18% Avg = 82% Data from de Oliviera Neto, Pete, Daryono & Cartmill (2017:81). Respondents 295 from 28 Universities in 9 countries
- 15. Adaptation of OERby university lecturers
- 16. Opportunities missed bylecturers: OER Adaptation ● Predominance of English-based OER requires a level of fluency in English ● Adapted OER not always re-curated by educators and seldom by students - inconsistent curation and rehosting of derivative works on a publicly available platform or repository, which limits access to the derivative OER ● Limited circulation of derivative OER due, in part, to the absence of a specific dissemination strategy SO ● Workshops needed to model and provide experience in OER adaptation ● Need for ongoing support from institutional policy-makers and OER champions
- 17. Part 2: So,does OER promote social justice in the Global South?
- 18. Fraser’s (2005) frameworkof Social Justice Dimension Economic Cultural Political
- 19. Fraser’s (2005) frameworkof Social Justice Dimension Injustices Economic Maldistribution of resources: economic inequality Cultural Political
- 20. Fraser’s (2005) frameworkof Social Justice Dimension Injustices Economic Maldistribution of resources: economic inequality Cultural Misrecognition attributes of people & practices accorded less respect, status inequality Political
- 21. Fraser’s (2005) frameworkof Social Justice Dimension Injustices Economic Maldistribution of resources: economic inequality Cultural Misrecognition attributes of people & practices accorded less respect, status inequality Political Misrepresentation Lacking right to frame discourse
- 22. OER and SocialJustice Framework (Adapted from Fraser, 2005) Dimension Injustices Ameliorative (Affirmative) response Addresses injustice with ameliorative reforms Economic Maldistribution ● Intermittent power supply ● Inadequate access to computing devices ● Expensive and/or poor connectivity ● Only digital OER Redistribution ● Printed OER ● Easy and cheap to download ● OER available in various formats, including Open Source Software ● MOOCs where the resources are OER OER Use Hodgkinson-Williams & Trotter, (forthcoming)
- 23. OER and SocialJustice Framework (Adapted from Fraser, 2005) Dimension Injustices Ameliorative response Addresses injustice with ameliorative reforms Transformative response Addresses the root causes of inequality Economic Maldistribution ● Intermittent power supply ● Inadequate access to computing devices ● Expensive and/or poor connectivity ● Only digital OER Redistribution ● Printed OER ● Easy and cheap to download ● OER available in various formats, including Open Source Software ● MOOCs where the resources are OER Restructuring ● Stable power supply, adequate access to functional computing devices and affordable and stable connectivity in rural environments in particular ● Government and/or institutional funding for OER creation, adaptation and dissemination ● Mechanism for acceptance of OERs or MOOCs as micro-credentials OER Use Hodgkinson-Williams & Trotter, (forthcoming)
- 24. OER and SocialJustice (Adapted from Fraser, 2005) Dimension Injustices Affirmative response Addresses injustice with ameliorative reforms Cultural Misrecognition ● Using OER “as is” (copying) ● Translating OER uncritically Recognition ● Locating and incorporating OER used “as is” within local epistemological and cultural contexts ● Translating OER into local languages prudently OER Use OER Adaptation Hodgkinson-Williams & Trotter, (forthcoming)
- 25. OER and SocialJustice (Adapted from Fraser, 2005) Dimension Injustices Affirmative response Addresses injustice with ameliorative reforms Transformative response Addresses the root causes of inequality Cultural Misrecognition ● Using OER “as is” (copying) ● Translating OER uncritically Recognition ● Locating and incorporating OER used “as is” within local epistemological and cultural contexts ● Translating OER into local languages prudently Re-acculturation ● Re-mixing OER critically to engage with and challenge hegemonic perspectives ● Sharing their remixed teaching and learning materials publicly ● Creation of original OER OER Creation OER Use OER Adaptation OER Adaptation OER Creation Hodgkinson-Williams & Trotter, (forthcoming)
- 26. OER and SocialJustice (Adapted from Fraser, 2005) Dimension Injustices Affirmative response Addresses injustice with ameliorative reforms Political Misrepresentation ● IP legislation inhibiting educators from sharing materials created n the course of educators’ work Representation ● Permission by employer to create and share OER created in the course of educators’ work Creating and sharing OER on a publicly accessible platform OER Adaptation OER Creation Hodgkinson-Williams & Trotter, (forthcoming)
- 27. OER and SocialJustice (Adapted from Fraser, 2005) Dimension Injustices Affirmative response Addresses injustice with ameliorative reforms Transformative response Addresses the root causes of inequality Political Misrepresentation ● IP legislation inhibiting educators from sharing materials created n the course of educators’ work Representation ● Permission by employer to create and share OER created in the course of educators’ work Creating and sharing OER on a publicly accessible platform Re-framing Internationally alter current IP rights to allow for properly attributed educational resources to be created, adapted & shared without formal permission Creation of OER and engagement of OEP that balances power on educational materials and authorities OER AdaptationOER Adaptation OER CreationOER Creation Hodgkinson-Williams & Trotter, (forthcoming)
- 28. Hopefully this discussionof the relationship between OER, OEP and Social Justice can assist us in identifying and promoting educational interventions that provide not only ameliorative relief for students and educators, but transformative social change as well.
- 29. References de Oliveira Neto,J. D., Pete, J., Daryono & Cartmill, T. (2017). OER use in the Global South: A baseline survey of higher education instructors. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 69–118). Retrieved from https://doi.org/10.5281/zenodo.599535 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 Hodgkinson-Williams, C., Arinto, P. B., Cartmill, T. & King, T. (2017). Factors influencing Open Educational Practices and OER in the Global South: Meta-synthesis of the ROER4D project. In C. Hodgkinson-Williams & P. B. Arinto (Eds.), Adoption and impact of OER in the Global South (pp. 27– 67). Retrieved from https://doi.org/10.5281/zenodo.1037088 Hodgkinson-Williams, C.A. & Trotter, H. (forthcoming). A social justice framework for understanding open educational resources and practices in the Global South, Journal of Learning for Development.
- 30. Citation and attribution Hodgkinson-Williams,C.A. (2018). Open Education & Social Justice in the Global South: Opportunities seized, missed & to be grasped. OpenEd 2018, 10-12 October 2018, Niagara Falls, NY - USA Retrieved from: http://www.slideshare.net/ROER4D/ 30 Acknowledgements Special thanks to Tess Cartmill for the graphs and the original data analysis and Laura Czerniewicz, Henry Trotter, Glenda Cox and Michelle Willmers for comments and editing.
Editor's Notes
- #8 In cross regional survey across nine countries only 23% of the 295 university reported ever having licensed their teaching materials with a Creative Commons licence, GNU GPL licence, or “other open content licences”. The majority (77%) revealed that they had either not applied any open licence to their materials (n = 228), meaning that they had not applied any type of license to their materials (n = 162) or that they had only applied a copyright licence to their work, implying that the materials were not open (n = 66).