Panacea or Nostrum? Open Educational Resources and the Recontextualisation of Pedagogy

Autor/in	Cobb, Donella J.
Titel	Panacea or Nostrum? Open Educational Resources and the Recontextualisation of Pedagogy
Quelle	In: International Studies in Sociology of Education, 28 (2019) 1, S.27-45 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2018.1499435
Schlagwörter	Educational Resources; Shared Resources and Services; Foreign Countries; Access to Education; Educational Quality; Low Income; Teaching Methods; Economic Factors; Publications; Cognitive Development; Distance Education; Educational Technology + Suchen Sie Ihr Suchwort? Bildungsmittel; Gemeinwirtschaft; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Niedriglohn; Teaching method; Lehrmethode; Unterrichtsmethode; Ökonomischer Faktor; Kognitive Entwicklung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien
Abstract	Open Educational Resources (OERs) have become a global educational phenomenon because of claims that they are a panacea for issues of access and quality. However, little consideration has been given to the social significance of this digital platform, particularly for teachers and students in low-income countries. This article draws on Bernstein's (2000) notion of recontextualisation to investigate the influence of structuring conditions on pedagogy within OERs. The findings of this research demonstrate how wider economic agendas have influenced the recontextualisation of pedagogy within OERs to de-centre learning from the pedagogic relationship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01