The facilitators of this workshop are in the process of organizing an open access journal special issue of the Journal for Multicultural Education (JME) devoted to the intersections between open educational practices (OEP) and equity pedagogy. Broadly defined, OEP includes open pedagogies and open sharing of teaching practices, as well as the creation, use, and remixing of OER (Cronin, 2017) through collaborative learning processes, knowledge creation, and learner empowerment. Equity pedagogy centers the student and recognizes that teaching is a multicultural encounter where the complexity of students’ lived experiences (e.g., cultural, racial, ethnic, gender identity, abilities, etc.) enrich the classroom (McGee Banks & Banks, 1995). At the intersection of OEP and equity pedagogy, students openly contribute to a global community of learners who acquire, interrogate, reconstruct, and produce knowledge. (McGee Banks & Banks, 1995).
Over the last two decades, the benefits of open education have been heralded as reduced textbook costs in higher education (Hilton et al., 2014) and widened access to knowledge (Feldstein et al., 2012). However, open education is at an inflection point. Lambert’s (2018) analysis of open education through the social justice principles of redistributive, recognitive, representational justice emphasizes the need for intentional, rather than implied social justice in open education. Equity pedagogy provides a lens to examine how open educators achieve recognitive and representational forms of social justice through OEP. While current discussions of open education and social justice focus on theory and lenses from diverse voices in nontraditional formats (Bali et al., 2020; Lambert & Czerniewicz, 2020), we seek to further facilitate discussions around pedagogical applications, particularly in primary and secondary education as well as higher education.
In preparation for a special issue titled Intersections of Open Education and Equity Pedagogy in JME, this open space session is designed to bring together potential authors to share ideas, develop outlines, and plan for manuscript contributions to the special issue or other publishing opportunities. This interactive session will define equity pedagogy, encourage discussions about the intersections of open educational practices and equity pedagogy, and clarify the goals and submissions process for the special issue. In addition, we will facilitate an extended workspace to foster collaborations and informal discussion among attendees and with the editors.
Participants will be provided time to brainstorm potential manuscript ideas for submission to the special issue and form collaborations in breakout groups during the session.After participating in this session, attendees will be able to:
- Understand equity pedagogy
- Examine connections between equity pedagogy and open educational practices
- Understand the goals of the JME special issue and submissions process
- Develop initial ideas of how potential practices and research projects might be appropriate for the special issue
- Develop outlines and plan for manuscript contributions
All attendees at OpenEd, especially those unable to attend our session, are invited to explore our
JME Special Issue Padlet with information about the special issue, linked resources for conceptualizing the call, and a brainstorming and collaboration space for potential authors. If you are interested in being a reviewer for the special issue, please
complete this short form.
We look forward to collaborating with you!
