Open with Intention: Situating Equity Pedagogy within Open Education to Advance Social Justice

Autor/inn/en	Katz, Stacy; Van Allen, Jennifer
Titel	Open with Intention: Situating Equity Pedagogy within Open Education to Advance Social Justice
Quelle	In: Journal for Multicultural Education, 16 (2022) 5, S.421-429 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-07-2022-0089
Schlagwörter	Open Education; Equal Education; Social Justice; Open Educational Resources; Educational Practices; Educational History + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Soziale Gerechtigkeit; Bildungspraxis; History of education; Bildungsgeschichte
Abstract	Purpose: This paper is intended to contextualize the major themes of the special issue, "The Intersections of Open Education and Equity Pedagogy" in the "Journal for Multicultural Education," by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education. Design/methodology/approach: This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action. Findings: Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement. Practical implications: The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education. Originality/value: This paper provides background for the special issue, to orient readers to the field of open education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01