Opening Global Development Studies: Promoting Equity and Representation through Inclusive Pedagogy
Opening Global Development Studies: Promoting Equity and Representation Through Inclusive Pedagogy
Courtney Kurlanska & Sarah Stanlick
Chapter Summary:
This chapter discusses the importance of addressing historical inequities and colonial vestiges explicitly by ensuring multiple voices and histories are represented in classroom curricula. The author promotes the use of Open Access (OA) and Open Educational Resources (OERs) as useful tools to facilitate justice and equitable access to information by inviting authorship from many perspectives, making materials more accessible, and actively engaging learners in the creation and collaboration of knowledge. The chapter examines the opportunities and challenges in using OERs and the common concerns that faculty have with these resources. Drawing on the use of OA and OERs in undergraduate and graduate courses, the chapter examines different strategies for incorporating OA materials and OERs into a course. The authors highlight the difference between adopting, adapting, and creating resources, with a particular emphasis on the co-creation of OER resources with students.
Resources and Supplementary Material about Open Educational Resources
I. Resources to Understand, Assess, and Create OERs: These websites and readings provide information, tools and materials to guide and support educators in the development and implementation of an Open Educational Resources (OER) for their course or classroom.
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.
III. Open Educational Resources for Global Development Studies: This page includes a variety of OERs and OAs that can be used to teach Global Development Studies