Between Social Justice and Decolonisation: Exploring South African MOOC Designers' Conceptualisations and Approaches to Addressing Injustices.
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| Title: | Between Social Justice and Decolonisation: Exploring South African MOOC Designers' Conceptualisations and Approaches to Addressing Injustices. |
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| Authors: | Adam, Taskeen1 ta362@cam.ac.uk |
| Source: | Journal of Interactive Media in Education. 2020, Vol. 2020 Issue 1, p1-11. 11p. |
| Subject Terms: | *Massive open online courses, Social justice, Decolonization |
| Abstract: | As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee's comment that 'you could decolonise and still have an enormous amount of injustice', this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as 'social justice' and 'decolonisation' have multiple meanings and connotations, a framework was created to unpack the 'Dimensions of Human Injustice' namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 145728503 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Between Social Justice and Decolonisation: Exploring South African MOOC Designers' Conceptualisations and Approaches to Addressing Injustices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Adam%2C+Taskeen%22">Adam, Taskeen</searchLink><relatesTo>1</relatesTo><i> ta362@cam.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Interactive+Media+in+Education%22">Journal of Interactive Media in Education</searchLink>. 2020, Vol. 2020 Issue 1, p1-11. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee's comment that 'you could decolonise and still have an enormous amount of injustice', this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as 'social justice' and 'decolonisation' have multiple meanings and connotations, a framework was created to unpack the 'Dimensions of Human Injustice' namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Interactive Media in Education is the property of Open University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.5334/jime.557 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 1 Subjects: – SubjectFull: Massive open online courses Type: general – SubjectFull: Social justice Type: general – SubjectFull: Decolonization Type: general Titles: – TitleFull: Between Social Justice and Decolonisation: Exploring South African MOOC Designers' Conceptualisations and Approaches to Addressing Injustices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adam, Taskeen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 1365893X Numbering: – Type: volume Value: 2020 – Type: issue Value: 1 Titles: – TitleFull: Journal of Interactive Media in Education Type: main |
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