Working Towards a Sense of Equity and Dignity in Open Online Spaces
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This document discusses the challenges of creating an open and equitable online space. It outlines 4 key challenges: 1) Articulating why openness is sought; 2) Taking a critical approach to openness; 3) Developing interpersonal skills for open scholarship; and 4) Engaging in inclusive democratic practice whether open or not. It argues that moving from just a functional online space to a "conscious community" can help address these challenges by acknowledging individuals, celebrating diversity, and fostering understanding between all members through respectful communication. The goal is to create a space where all people feel they can freely express themselves and participate fully.
Working Towards a Sense of Equity and Dignity in Open Online Spaces
- 1. Working Towards a Sense of Equity and Dignity in Open Online Spaces #OER17 Suzan Koseoglu Teaching and Learning Innovation Centre Goldsmiths, University of London
- 2. Who are we?
- 3. A little bit about Goldsmiths, University of London
- 4. We work in partnership with Goldsmiths' staff to practice, support and promote excellence and innovation in teaching and learning. • help Goldsmiths shape the Learning, Teaching and Assessment Strategy • develop institute wide initiatives relating to technology enhanced learning • run courses and workshops, the PGCERT program • offer HEA fellowships and awards Teaching and Learning Innovation Centre…
- 7. Our context: Open scholarship… Identity…
- 8. We wanted to create an online meeting space but...
- 10. Barriers for moving towards open practices involve much deeper issues than lack of technology, support, time or skills – existing hierarchies within institutions, lack of diversity or limited framing of it, lack of shared vision are all barriers for institutional openness.
- 11. Challenge 1. We need to be able to articulate why we seek openness.
- 12. “The open education movement and the creative commons support universal access to knowledge. They are intentionally democratic movements (Capetown OED 2007, Creative Commons 2015). So the challenge that open education presents to established modes of teaching and learning, scholarship and knowledge production, should go beyond local organisational ‘disruptions’ to global issues of educational capital and social justice.” (Beetham, 2017)
- 13. “Though few would argue against framing practices around ideals such as democratization, human rights, equality, and justice, it is presently unclear whether these ideals are essential components of the open scholarship movement or are merely incidental to those who are pioneering the field” (Veletsianos & Kimmons , 2012)
- 14. “Language is not a neutral medium that passes freely and easily into the private property of the speaker's intentions; it is populated – overpopulated– with the intentions of others. The word in language is half someone else's. It becomes one’s "own" only when the speaker populates it with his own intentions, his own accent, when he appropriates the word, adapting it to his own semantic and expressive intention. Prior to this moment of appropriation, the word does not exist in a neutral and impersonal language... but rather it exists in other people's mouths, in other people's contexts, serving other people's intentions; it is from there that one must take the word, and make it one's own” (p.294). Bakhtin, The Dialogic Imagination: Four Essays (Austin: University of Texas Press, 1992).
- 15. Challenge 2. We need to have a critical attitude towards openness.
- 16. We shouldn’t advocate for openness, we should advocate for the positive things openness might enable, which are all subjective...
- 17. Challenge 3. We need to have the necessary “social skills and cultural competencies” to engage in open scholarship (Jenkins, 2009).
- 18. Let’s also talk about “carefulness, thoughtfulness, humility, criticality, receptiveness, resilience, courage, stillness” (Barnett 2004 as cited in Bell 2017)
- 19. Challenge 4. We need to engage in democratic and inclusive practice, whether we are open or not.
- 21. Conscious community: A vehicle for institutional openness
- 22. Moving from function to…
- 23. … conscious community (Shaffer & Anundsen, 1993)
- 24. acknowledges “members’ need for personal expression, growth, and transformation” (Shaffer & Anundsen, p. 11). “…honors the individual as well as the group, knowing that the well-being of one cannot be bought at the expense of the other” (p. 11).
- 26. “Such a community renews itself regularly, celebrating individual and group passages and revising and recommitting to its vision and mission. In doing so, it challenges its members and itself to move beyond roles to wholeness” (Shaffer & Anundsen, p. 11).
- 27. “Healthy communication reconciles differences, deepen intimacy, fosters a sense of wholeness, and opens individuals to a broader view of themselves and others” (Shaffer & Anundsen, p. 253).
- 28. Seeking for a space where we “can breathe” (Cronin, 2014)
- 29. Seeking for a space where we have “identity” …
- 30. Seeking for a space of our own...