Social justice impact spectrum for OEP: transformative, ameliorative, neutral or negative¶

Theory · All theories
Evidence · 3 claims (3 for) · 2 studies (1 design, 1 theoretical), q1–q2 · 0 of 2 report an effect size · 3 claims rest on one study

Description¶

The article extends Hodgkinson-Williams and Trotter's framework, built on Fraser's model of social justice, to expansive process-centric OEP. It defines four levels of impact: "Transformative refers to addressing systemic/structural roots of injustice, affirmative/ameliorative refers to addressing surface injustice, neutral refers to not having a social justice impact, and negative means reproducing or even exacerbating injustice". Table 2 maps each OEP onto this spectrum across contexts.

Design Implications¶

Context¶

Requirements¶

• Analysts must consider the full range of potential impacts because OEP do not necessarily result in positive effects

Constraints¶

• OEP may neglect factors that maintain or widen the digital divide, ignore accessibility, and/or disregard data privacy

Target Learners¶

• higher education students and educators

Target Learning Objectives¶

• evaluating social justice impact of open practices

Claims¶

• Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice [+W]
• Wikipedia editing reproduces inequalities in editors, topics and credible knowledge, but feminist edit-a-thons can redress cultural injustice [+W]
• Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations [+W]

Related Theories¶

• Three-axis typology of open educational practices
• Critical Pedagogy

Examples¶

• Collaborative web annotation (Marginal Syllabus): low-bandwidth asynchronous discussion with social justice intent
• Equity Unbound: an open connected course explicitly designed with social justice principles
• Design OEP for accessibility and marginalized participation rather than open for all
• Virtually Connecting: equitable conference conversations facilitated by marginalized scholars

Key Sources¶

• Bali, M, et al. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1): 10, pp. 1–12. https://doi.org/10.5334/jime.565