The complexities of open education: Beyond access to knowledge
Open education has been heralded as a transformative force, breaking down barriers and providing equal access to knowledge for all. However, a closer examination reveals that the concept of openness is not a panacea for educational inequalities. Merely providing free resources does not address the intricate social, economic, cultural, and political factors that impact learners' ability to effectively utilise those resources. In this blog post, we explore the limitations of open education and delve into the complex issues surrounding its implementation.
The illusion of access
While open educational resources (OER) aim to bridge the technological and economic gaps between developed and developing regions, the reality is more nuanced. Learners in the Global South face challenges beyond access, including the dominance of Western perspectives and the proliferation of English-language resources (Hodgkinson-Williams & Trotter, 2018).
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This raises questions about who determines what knowledge is relevant and who has the power to disseminate it. The spread of dominant Western perspectives perpetuates existing power structures and reinforces the "regime of truth” (Foucault, 1979).
Democratising knowledge dissemination
Despite these challenges, proponents of open education argue that it has the potential to democratise knowledge dissemination (Farrow, 2017). By decentralising control over knowledge production and pedagogy through open licensing, critical pedagogy can thrive. Open educational resources have the power to challenge traditional hierarchies and redefine who can access knowledge and contribute to its creation.
The power of social structures
However, the realisation of this potential is intricately tied to the social structure of education and the power dynamics that sustain it. Universities hold authority as institutions that confer recognition and validate learning. In a market-driven higher education landscape, the commodification of education diminishes the impact of open educational resources. The value placed on formal credentials obtained through substantial economic transactions outweighs the perceived value of completing a free educational course. The social currency associated with traditional degrees from prestigious institutions remains unmatched.
Constraints on informal credentials
While open educational resources offer valuable knowledge access to those facing financial or educational barriers, they are not a panacea for educational inequalities. Informal credentials lack familiarity, standardised validation procedures, clear signals, and relative quality compared to traditional degrees (Kato, Galan-Muros & Weko, 2020). The social construction of authority plays a crucial role in determining the value of learning for exchange in the labour market.
The challenge of value and authority
In a neoliberal era where the state's role in providing social provisions diminishes, learning becomes an individual investment and risk management strategy (Means, 2018). Education is seen as a means to manage precarious employment and social fragmentation, fueling a competitive acquisition of credentials. Free access to education alone does not remove the societal value of learning or guarantee opportunities in the labour market. The intrinsic value of education must be supplemented by the ability to leverage acquired knowledge effectively.
Open education's vision of equal access to knowledge faces intricate challenges beyond access alone. The social, economic, and cultural factors that influence the value and authority assigned to education must be considered. While open educational resources can democratise knowledge dissemination, they exist within a system that still prioritises formal credentials and institutional authority. Balancing access to knowledge with the recognition and validation of learning remains a complex task. Open education's potential lies in its ability to provoke critical conversations and challenge existing power structures, ultimately working towards a more equitable and inclusive education system.
REFERENCES
Farrow, R. (2017). Open education and critical pedagogy. Learning, Media and Technology, 42(2), 130-146.
Foucault, M. (1979). Truth and power: An interview with Alessandro Fontano and Pasquale Pasquino. Translated by P. Patton. and Translated by M. Morris, In M. Morris and P. Patton (Eds), Michel Foucault: power, truth, strategy, Working papers collection (pp.29–48). Sydney, Australia: Feral Publications.
Hodgkinson-Williams, C. A. and Trotter, H. (2018). A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South. Journal of Learning for Development, 5(3), 204-224.
Means, A. J. (2018). Platform learning and on-demand labor: sociotechnical projections on the future of education and work. Learning, Media and Technology, 43(3), 326-338.
