Our research project is underpinned by a three principle conceptual model of social justice as applied to Open Education (Lambert, 2018; Lambert, S. R. & Czerniewicz, L. 2020):
- Redistributive Justice: Free educational resources, textbooks or courses to learners who by circumstance of socio-cultural position cannot afford them, particularly learners who could be excluded from education or be more likely to fail due to lack of access to learning materials.
- Recognitive Justice: Socio-cultural diversity in the open curriculum. Inclusion of images, case studies, and knowledges of women, First Nations people and whomever is marginalised in any particular national, regional or learning context. Recognition of diverse views and experiences as legitimate within open assignments and feedback.
- Representational Justice: Self-determination of marginalised people and groups to speak for themselves, and not have their stories told by others. Co-construction of OER texts and resources about learners of colour by learners of colour, about women’s experiences by women, about gay experiences by gay identifying people. Facilitation to ensure quiet and minority views have equal air-time in open online discussions.
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.
Lambert, S. R., & Czerniewicz, L. (2020). Approaches to Open Education and Social Justice Research. Journal of Interactive Media in Education, 1, 1–6. https://doi.org/http://doi.org/10.5334/jime.584