The facilitators of this workshop are in the process of organising an open-access journal special edition devoted to open education initiatives as social-justice actions.
This writing workshop will begin the planning process, and addresses the first conference theme asking difficult questions about open education – Why open, and open for whom?
Simply put, social justice is about giving a little more to those who by circumstance have less. While some open education practitioners may be working to widen participation or empower learners, the principles of social justice provide both conceptual clarity and a new language to plan, deliver and research fairer outcomes for students.
More formally, social justice can be defined as: a process and also a goal to achieve a fairer society which involves actions guided by the principles of redistributive justice, recognitive justice or representational justice (developed from Fraser, 1995; Keddie, 2012; Young, 1997).
This workshop will bring together educator/researchers who have been – or would like to use a social justice lens in order to share perspectives and plan a collaborative writing project. It will use as a starting point recent published works on the principles of social justice and examples of their application to Open Education (Hodgkinson-Williams & Trotter, 2018; Lambert, 2018) which will be provided to all participants prior to the workshop.
Potential authors will have the opportunity to develop outlines, share ideas and plan for a contribution to the special edition. The ideal will be a coherent special edition, with mutual feedback provided on foci and papers. Collaboration is encouraged and the workshop may facilitate co-authorship around similar work.
First 15 minutes to discuss social justice approaches, then 30 minutes to break into small groups with common interests to plan a paper (facilitators will rotate between groups), and ending with a 15 minute feedback session sharing paper plans with the whole group.
Fraser, F. (1995). From Redistribution to Recognition? Dilemmas of Justice in a “Post-Socialist” Age. New Left Review I/212, July-August 1995. New Left Review, 1(212). Retrieved from https://newleftreview.org/I/212/nancy-fraser-from-redistribution-to-recognition-dilemmas-of-justice-in-a-post-socialist-age
Hodgkinson-Williams, C. A., & Trotter, H. (2018). A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South. Journal of Learning for Development – JL4D, 5(3). Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/312
Keddie, A. (2012). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263–279.
Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development, 5(3), 225–244.
Young, I. M. (1997). Unruly Categories: A Critique of Nancy Fraser ’s Dual Systems Theory. New Left Review, 1(222), 147–160. https://doi.org/10.1002/9780470756119.ch54