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Open education and critical pedagogy

Farrow, Robert (2017). Open education and critical pedagogy. Learning, Media and Technology, 42 pp. 130–146.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/17439884.2016.1113991
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Abstract

This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section I examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section II examines the implications of the lack of consensus around what it means to be open, focusing on the example of commercial and proprietary claims to openness commonly known as ‘openwashing’. Section III uses Raymond’s influential essay on open source software ‘The Cathedral and the Bazaar’ as a framework for thinking through these issues, and about alternative power structures in open education. In Section IV an explicit link is drawn between more equal or democratic power structures and the possibility for developing pedagogies which are critical and reflexive, providing examples which show how certain interpretations of openness can raise opportunities to support critical approaches to pedagogy.

Item Type: Journal Item
Copyright Holders: 2015 Taylor & Francis Group
ISSN: 1743-9892
Keywords: open education; OER; MOOC; critique; evidence; critical theory; critical pedagogy; discourse analysis; openwashing
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Centre for Citizenship, Identities and Governance (CCIG)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 46662
Depositing User: Robert Farrow
Date Deposited: 16 Jun 2016 13:11
Last Modified: 13 Jun 2017 09:52
URI: http://oro.open.ac.uk/id/eprint/46662
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