Open social annotation, while offering opportunities for the creation of new knowledge, empowerment, and dynamic dialogue for learning, also contains inherent risk of safety for marginalized student populations navigating open knowledge practices. In this paper, we will explore both the opportunities for subverting traditional knowledge structures offered by open social annotation, while also bringing to the surface the critical tensions that may make engaging in social annotation more dangerous or ineffective for students from historically marginalized backgrounds. Finally, we will offer a framework for constructing social annotation assignments for the college classroom that functions to maximize the potential for equity while taking into account ways to minimize harm in the inevitable tensions of an inherently unsafe online environment. Critical social annotation will be explored as an alternative pedagogical approach.

中文翻译：

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高校教室中开放式教学法的社会诠释和包容性实践

开放的社会注解为创造新知识，增强能力和进行动态对话提供学习机会，同时也为边缘化的学生群体使用开放知识实践带来了固有的安全风险。在本文中，我们将探讨颠覆开放式社会注释所提供的传统知识结构的机会，同时也将可能使处于历史边缘背景的学生从事社会注释的危险或压力暴露在表面上。最后，我们将提供一个用于为大学教室构建社交注释作业的框架，该框架的作用是最大程度地实现平等的潜力，同时考虑在固有的不安全在线环境中不可避免的紧张局势中将危害最小化的方法。