II. Recommended Readings

These publications examine to what extent Open Educational Resources address systemic racism and align materials with social justice principles. The publications provide research on OERS and share important lessons learned through OER experiences. Click on the title to access the article.

Hodgkinson-Williams, C. & Arinto, P. B. (2017). Adoption and Impact of OER in the Global South. Cape Town & Ottawa: African Minds, International Development Research Centre & Research on Open Educational Resources. DOI: 10.5281/zenodo.1005330

This open-access, edited volume is the result of the Research on Open Educational Resources for Development project which aimed to build on and contribute to research on how OER can help to improve access, enhance quality and reduce the cost of education in the Global South.

Lambert, S. R. (2018). Changing our (Dis)course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development, 5(3).

This article examines to what extent Open Education literature aligns with social justice principles. The authors analyze 19 texts to highlight dominant and alternative trends in the development of Open Education since 2002. The authors conclude with a new definition of Open Education that they argue is more adequately aligned with social justice and equitable education.

Katz, S., & Van Allen, J. (2022). Special Journal Issue: Intersections of Open Educational Practices and Equity Pedagogy. Journal for Multicultural Education, 16(5), 417-420.

This special journal issue highlights the ways that open educational practices and resources can advance equity pedagogy. Articles are grounded in theory, yet they emphasize practical applications with details and insights about the different projects they discuss.

Cox, G., & Masuku, B. (2023). Student Co-Creation of Open Textbooks for Social Justice and Belonging. Cape Town: University of Cape Town.

This article explores the co-creation of OER materials between students and faculty and its impact on classroom power dynamics and student belonging. The findings reveal that involving students in the co-creation of OER has the potential to shift the power balance and give students a greater sense of agency and value