Designing for Resistance: Epistemic Justice, Learning Design, and Open Educational Practices

Autor/inn/en	D. Wallis, Peter; Rocha, Tomas
Titel	Designing for Resistance: Epistemic Justice, Learning Design, and Open Educational Practices
Quelle	In: Journal for Multicultural Education, 16 (2022) 5, S.554-564 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2021-0231
Schlagwörter	Instructional Design; Open Education; Equal Education; Educational Experience; Educational Practices; Correlation; Epistemology; Teacher Empowerment; Justice; Guidelines; Alignment (Education); Educational Theories + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Offene Erziehung; Offener Unterricht; Bildungserfahrung; Bildungspraxis; Korrelation; Erkenntnistheorie; Gerechtigkeit; Richtlinien; Educational theory; Theory of education; Bildungstheorie
Abstract	Purpose: To encourage more just open educational practices, the purpose of this paper is to describe Jose Medina's theory of epistemic justice and develop a framework applying this conception of epistemic justice to OEP through learning design. The authors hope this framework will help researchers and practitioners develop more equitable learning experiences in open educational contexts. Design/methodology/approach: This paper is conceptual and design-oriented. This paper seeks to draw relationships between José Medina's work in "The Epistemology of Resistance," recent empirical studies in learning design and OEP. By analyzing relationships between these works, this paper lays out design principles that can empower educators seeking to create equitable open learning experiences. Findings: This paper finds several generative intersections between the social justice centered epistemology presented by Medina, empirical learning design studies and OEP. This study finds that structured learning designs which integrate well-researched principles may provide guidance for further practice and research in ways not generally discussed in open education literature. This paper builds on these findings by describing practical ways these intersections can be implemented in OEP. Originality/value: To the best of the authors' knowledge, this is the first theoretical analysis of the relationship between epistemic justice and OEP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01