Exploring the Political Dimensions of Open Educational Practices in Uncontested Communities through Inference

Potential Abstract: This research article investigates the political dimensions of open educational practices (OEP) in uncontested communities. OEP, which involve the creation, use, and sharing of open educational resources (OER) and open pedagogies, have gained traction as a potential means to promote equitable access to quality education. However, little attention has been given to the political implications of OEP in contexts where educational resources and practices are uncontested, i.e., not subject to political debate or controversy.

Drawing on theories of political economy and critical pedagogy, this study aims to explore the political aspects and implications of OEP in uncontested communities. By examining how OEP are adopted, implemented, and experienced in these contexts, we seek to uncover the ways in which OEP can both reinforce and challenge existing power structures and ideologies.

The research will employ a mixed-methods approach, including qualitative interviews, document analysis, and participant observation. Data will be collected from a diverse set of uncontested communities, including rural, urban, and suburban areas, to ensure a comprehensive understanding of the political dynamics at play. The analysis will be guided by an interpretive framework, which allows for the identification of power relations, discursive practices, and ideological underpinnings within the OEP landscape.

Through this research, we aim to contribute to the emerging field of OEP by examining its political dimensions in uncontested communities. By doing so, we hope to shed light on the potential of OEP to challenge or perpetuate existing power structures and to inform educational policy and practice in these contexts. Moreover, this study seeks to highlight the importance of including political considerations in discussions and debates surrounding OEP, particularly as they relate to issues of equity, social justice, and democratic education.

Potential References: