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.

中文翻译：

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社会正义视角下的开放式教育实践框架

OEP（开放式教育实践），包括开放式教学法，通常在使用OER（开放式教育资源）方面得到理解，但可以用更广泛的概念来构想（参见Cronin＆McLaren 2018； DeRosa＆Jhangiani 2017； Koseoglu＆Bozkurt 2018）。本文试图以两种方式在现有的OEP研究和实践基础上进行构建。首先，我们提供OEP的类型，从开放性的连续性和三个方面给出实践的例子：从以内容为中心，以过程为中心，以教师为中心，以学习者为中心，以及主要用于教学目的的实践争取社会正义（2017年巴厘岛）。其次，我们采用Hodgkinson-Williams和Trotter（2018）的概念框架，该框架基于弗雷泽（Fraser）的社会正义模型，批判性地分析OEP的使用/影响可能在社会上被视为公正的方式，尤其着重于以过程为中心的扩展OEP。我们分析了OEP可以为谁和在哪些情况下（i）支持经济，文化和政治方面的社会正义，并且（ii）以变革性，改善性，中立甚至消极的方式提供支持。我们使用类型学和框架来分析OEP的特定过程中心形式，包括协作注释，维基百科编辑，开放式网络课程，虚拟连接，公共奖学金和由学习者创建的OER。分析特定实践会突出显示各轴之间的差异以及它们之间的细微差异，例如当特定实践被认为是良好的教学法时，以及如何对其进行修改以使其更加面向社会正义。