ABSTRACT

Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity. As online faculty build relationships with and between students and engage in unconventional but authentic instruction, they must be cognizant of the ways in which historically underrepresented populations are systematically marginalized and might be excluded from full participation. This article seeks to investigate tensions at the nexus of OEP and social justice, identify underlying principles of inclusive OEP, and offer initial strategies on using OEP inclusively and in alignment with a social justice framework.

摘要

长期以来，开放教育一直被视为公平的生产者。但是，目前在开放式教育实践（OEP）中缺乏对正义问题的严格参与。尽管开放教育的能力有可能增加公平性，但与学习者一起创造知识在本质上充满了包容性和多样性的复杂性。随着在线教师与学生之间以及学生与学生之间建立关系并进行非常规但真实的教学时，他们必须认识到历史上代表性不足的人口被系统地边缘化的方式，并可能被排除在全面参与之外。本文旨在调查OEP与社会正义之间的紧张关系，确定包容性OEP的基本原则，