Framing Open Educational Practices from a Social Justice Perspective
Framing Open Educational Practices from a Social Justice Perspective
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DOI：
10.5334/jime.565
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发表时间：
2020-05-11
影响因子：
3
通讯作者：
Jhangiani, Rajiv S.
中科院分区：
文献类型：
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作者：
Bali, Maha;Cronin, Catherine;Jhangiani, Rajiv S.
OEP(开放教育实践)，包括开放教育学，通常被理解为使用OER(开放教育资源)，但可以用更广泛的概念来构思(见Cronin&McLaren 2018；DeRosa&Jhgiani 2017；Koseoglu&Bozkurt 2018)。本文试图从两个方面建立在现有的OEP研究和实践的基础上。首先，我们提供了开放实践的类型学，列举了三个轴上的实践的例子：从以内容为中心到以过程为中心，以教师为中心到以学习者为中心，以及主要用于教学目的和主要用于社会正义的实践(巴厘岛2017)。其次，我们采用霍奇金森-威廉姆斯和特罗特(2018)的概念框架，该框架建立在弗雷泽的社会公正模型的基础上，批判性地分析了牛津英语的使用/影响可能被认为是社会公正的方式，特别关注扩张性的、以过程为中心的牛津英语。我们分析了OEP可以(I)在经济、文化和政治层面上支持社会正义，以及(Ii)以变革性的、改善性的、中性的甚至是消极的方式支持谁以及在哪些背景下可以这样做。我们使用类型学和框架来分析特定的以过程为中心的OEP形式，包括协作注释、维基百科编辑、开放网络课程、虚拟连接、公共奖学金和学习者创建的OER。对具体做法的分析突出了各轴心的多样性和它们之间的微妙差异，例如某一具体做法何时被认为是良好的教学方法，以及如何对其进行修改以更多地以社会正义为导向。我们讨论了每个实践的局限性，不仅从它的论述和设计，而且它如何在实践中发挥作用。
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter's (2018) conceptual framework, which builds on Fraser's model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.