Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies

Farrow, Robert; Coughlan, Tim; Goshtasbpour, Fereshte and Pitt, Rebecca (2023). Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies. Education Sciences, 13(11), article no. 1115.

DOI: https://doi.org/10.3390/educsci13111115

Abstract

Open education has been highlighted as a route to social justice and decolonisation. This paper presents reflections on decolonisation processes pertaining to three educational technology projects conducted in Sub-Saharan Africa, Myanmar and Kenya, each of which featured contributions by The Open University (UK). Through recognising the importance of under-represented Global South perspectives, we consciously and critically reflect on our cases from a Global North framing to assess the extent to which the Supported Open Learning (SOL) model for engagement supports decolonisation and related processes. We use the categories of coloniality of being, coloniality of power, and coloniality of knowledge to structure our reflections. As open educational practice (OEP), the SOL model can offer a practical approach which emphasises equity and inclusion. SOL involves both an ethos and a set of pedagogical practices. This can support meaningful critical reflection and exchange while offering a pragmatic approach to the delivery of educational technology initiatives. In conclusion, a framework mapping features of SOL and their relation to decoloniality is offered.

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