OER, Social Justice, and Online Professional Development to Enhance Equity, Diversity, and Inclusion at a University

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sam Harlow, Online Learning Librarian (Creator)
Melody Rood, Student Success and Open Education Librarian (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Until recently, it has commonly been assumed that open educational resources are inherentlyequitable due to their constitution toward accessibility. Recent literature, however, challenges theidea that access is synonymous with equity and social justice. While definitions of openeducation and openness vary from source to source, in general, traditionally, there is a focus onproviding entry to educational materials to underprivileged populations in an effort to savemoney. Sarah Lambert, author of Changing our (Dis)Course: A Distinctive Social JusticeAligned Definition of Open Education, likens the phenomenon of assumed justice in OER totechnological determinism, which she defines as “a problematic and ultimately ineffectiveapproach to technology implementations, which assumes that the particular capabilities of newtechnologies will always improve the situations into which they are brought.”1 Similarly,openness determinism assumes that being open is intrinsically “good”—thus, open educationalresources will naturally foster justice. Lambert argues that the open community should avoidopenness determinism to reflect contributions to social justice and equity and instead considerhow OER applies to redistributive justice, recognitive justice, and representational justice.

Additional Information

In C. Ivory & A. Pashia (Eds.), Using Open Educational Resources to Promote Social Justice (p. 18). The Association of College and Research Libraries (ACRL).
Language: English
Date: 2022
open educational resources, oer, equity, diversity, inclusion, social justice

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