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dc.contributor.authorLambert, Sarah R
dc.contributor.editorGaskell, Anne
dc.coverage.spatialGlobalen_US
dc.date.accessioned2018-12-04T18:29:15Z
dc.date.available2018-12-04T18:29:15Z
dc.date.issued2018-12
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3101
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 5, no. 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttp://jl4d.org/index.php/ejl4d/article/view/290/334en_US
dc.subjectOpen Educational Resources (OER)en_US
dc.subjectSocial Justiceen_US
dc.titleChanging our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Educationen_US
dc.typeArticleen_US


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