I gave (with the considerable help of the other participants in the room) a 20 minute presentation at ALTC 2017, in the Empowerment in Learning Technology Theme, here is the abstract and here is an autoplay version of the slides
There are some speaker notes here that indicate what was said along with the slides.
The presentation was in Elizabeth Gidney 1, 10.45-12.00 slot, Thursday 7 September.
I have really enjoyed writing the abstract and preparing the presentation for this ALTC conference, my first attendance since 2011, where I participated in a critical and enjoyable symposium with Cristina da Costa, Josie Fraser, Richard Hall and Helen Keegan. As I recall, there was lively debate, and that was my hope for the presentation. It was pretty clear to the audience what are my hopes and fears for learning technology practice. I acknowledge that many learning technologists will disagree with me and I hoped that those there will feel free to express their views. I want to hear them.
My current perspective on learning technology is focussed on informal learning from a largely extra-institutional perspective but via Chris Gilliard @hypervisible, I found a video about institutional adoption of technology that I hoped would provoke some interesting and diverse responses. Kate Bowles offers valuable reflections on the view of students implicit in this institutional case study.
I haven’t been able to find out whether or not Curtin University regards this application of HDS technologies as research or if informed consent has been obtained from staff and students. To me this seems like human research and deserving of the regulation demanded of academic researchers at Curtin and elsewhere.
Fortunately, my hopes were realised and the audience seemed very engaged with the video. A common reaction was that it was quite scary. Someone shared that they were involved in a similar project with secondary school students. Rather than using cameras and facial recognition, students carried badges thus enabling at least the possibility of them opting out.
Another participant pointed out when an institution has made a massive financial investment in technology and system, that can inhibit the expression of critical reflection.
Several participants felt that students seemed to lack choice.
Another participant told us that he was involved in a similar project using facial analysis but the difference was that since he works in veterinary science, the subjects were animals. This links back to my earlier comments on human research.
The final comment identified the dilemma for learning technologists in that their roles as technology advocates may clash with critical reflection.
My one-line message from my presentation is my hope that resistance is included in, or at least not excluded from, digital literacies. This doesn’t mean banning certain platforms or technologies but ensuring that the conversations happen about how they are used.
The week before OER17, I had responded to a request from #101openstories (still time for you to add yours too). In writing my open story, I realised that I became open, in the sense that it is generally meant within OER/Open Access/ Open Education Practice/ Open Pedagogy, by accident.
Writing my story, reading posts and commenting all added to my personal reflections on what open meant for me in my own practice as an educator and as a learner. I am not really interested in getting into a definition war about open – I am more interested in the relationship between the theory and practice of openness, and for me that predates my use of the Internet in education. One OER17 presentation that was particularly relevant to this issue for me was this one by Catherine Cronin and Laura Czerniewycz. Putting critical pragmatism in a reflexive relationship with advocacy is a powerful contribution, and leaves space for us to explore broader and older ideas. Viv Rolfe gave a presentation entitled Open but not for criticism at Opened16, and Dave Kernohan stressed the need to a community of practice to operate in part as a shared history of that practice (in order to combat ahistoricity) in his Opened15 presentation.
Eventually, I realised that #101openstories, David Wiley’s blog post were focused around #YearofOpen so I explored that site, interested to see that more active education was a claim for open pedagogy.
Around the same time Maha Bali, who also has a post at the Year of Open site, invited me to a hangout to discuss What is Open Pedagogy?. I was honoured to be invited but I am not a huge fan of Google Hangouts, and I think Maha understands that. The question of how we explore the meaning and practice of open in education is an interesting one and fortunately won’t be answered in the next two days 🙂
So distilled from my reflection and recent reading and thinking, here is my contribution to the #YearofOpen in the area of open in practice.
When I was commenting on on Tannis Morgan’s post I referred to the problematic nature of what I called Ground Zero approaches to Open. Afterwards, I was slightly worried that the use of the term Ground Zero might have been offensive in the light of its use in the context of the destruction of the World Trade Centre so I was relieved to find that it had a pre-existing meaning, as I had thought. I was very pleased to see the exemplar given for meaning 2 , a starting point or base for an activity ‘if you’re starting at ground zero in terms of knowledge, go to the library’.
Some writers like Tannis do look back in the literature to explore meanings of open in education prior to the Internet age. Because my own educational practice pre-dates the Internet, I thought it would be interesting to look back to see if I could find some of the sources that influenced my own HE philosophy/pedagogy in the late 1980s/ early 1990s https://scholar.google.co.uk/scholar?q=Open+Active+Learning&btnG=&hl=en&as_sdt=0%2C5&as_yhi=1995 . Apparently a journal changed its name to ‘Open Learning’ in 1986 and there was argument over the misuse of terminology in 1990 so not much has changed. I realised that an important concern for me was the activity of the student, and I was able to incorporate new activities as opportunities for open web learning emerged.
As well as looking back, it’s good to look around too . I have worked with many colleagues who would be reluctant to openly share their resources according to 5 or even 6…. 25 Rs but would be open practitioners according to a less stringent orthodoxy. In terms of the scholarly literature, an example of something that fails the 5Rs but is hugely valuable source for theorising and practicing openness is the excellent Learning, Media & Technology Special Issue edited by Sian Bayne, Jen Ross and Jeremy Knox http://www.tandfonline.com/toc/cjem20/40/3?nav=tocList . Only one of articles is ‘open access’ but several of the others are available as pre-prints or by ingenuity via one’s network. Does that mean that the wealth of knowledge available by reading and discussing the articles should be excluded from consideration of OER and open educational practice. I don’t think so. I have been very pleased to some of the work cited in the OER community, notably in Catherine Cronin’s OER16 keynote but I always hope to see more crossover.
So I am recommending a healthy suspicion of Ground Zero approaches to Open (Pedagogy). For me they tend to suggest that we ignore what has gone before, and require signing up to tightly defined rules (that may change in future). Why should we be suspicious of these approaches? Firstly, the unenlightened who refuse, for example, to sign up to a particular version of a CC license may have a good reason for their decision, and why should it be imposed upon them? If we exclude people and their rich, lived educational practices, we may fail to learn from them as well as them learning from us. Can we afford to exclude valuable knowledge that falls outside the parameters of our particular ground zero?
We may need to look beyond what we see as our community, and go the the library.
I’ll be watching this at 9 p.m. BST today and on #YearofOpen hash tag on Twitter – maybe see you there?
I seem to have been preparing for OER17 for a long time, seeing as this is my eighth post tagged OER17 . I am setting off on Tuesday morning, and I am really looking forward to meeting old friends and new people whose names are on great submissions. The programme is very rich and bodes well for stimulating ideas and discussion. I know I am not the only one who is finding it difficult to choose which sessions to attend so I am hoping to catch up on some of the ones I have missed through hallway conversations and the Twitter stream.
Even people who want to participate remotely have various options. The three hashtags that I will be inhabiting are #OER17, the conference hashtag;#critoep , a hashtag that some of us are hoping will aggregate the wonderful critical work at the conference; and #femedtech, the hash tag for a newborn network that we hope will grow at OER17, hence the stickers that I am packing. If you think you might be interested in femedtech, check out the hashtag and our website http://femedte.ch. We also have an informal get together planned at lunch on Wednesday 5 April, watch out for more details on the hash tag.
I am going to attend the three keynotes, and I’m aiming to live blog them so more of that later. I am also chairing three sessions which will be a great pleasure.
My own presentation Being Critical in and of Open Educational Practice , another #critoep contribution, concerns a particular passion of mine that reflects other sessions such as Laura Czerniewycz and Catherine Cronin’s , namely that the exclusion of digital, and particularly how it is provided and accessed, from our critical gaze is mistaken. We need to apply our criticality even if we have roles that involve advocacy. Digital platforms and networks should also be the subject of critique. I blogged my ideas prior to the presentation and will report back on the contribution of participants as I indicate in my slides.
And finally, my personal learning goal for OER17 is to learn more about Wikipedia. Since I attended Wikimedia UK AGM last July, I have wanted to do some Wikipedia editing. Since we have 2 Wikimedia UK Trustees, Josie Fraser and Lorna Campbell, and the Chief Executive, Lucy Compton-Reid, attending OER17; and several sessions including drop-ins, I should be able to achieve that. We are also considering holding one or more feminist Wikipedia editathons at Femedtech.
Hans Rosling, medical doctor, academic, statistician, public speaker and sword swallower, died yesterday 7 February. You can read more about his life and work at Wikipedia, but don’t forget to visit gapminder.org, set up by Hans Rosling, his son Ola Rosling and his daughter-in-law Anna Rosling Rönnlund. Gapminder.org models Rosling’s goal of active/ informed citizens/ learners engaging with data and questioning their assumptions.
Here is a brief video that shows Rosling’s use of visualisation – notice how he unpicks generalisation by pricking the China bubble at the end to show regional differences.
I heard the news of Rosling’s death on Twitter last night, where some of us were recalling his keynote at ALT-C 2008 , especially the stepladder teaching technology at 9.30.
Here is his explanation for the prevalence of ignorance that seems even more relevant in these days:
Why is there so much ignorance?
Statistical facts don’t come to people naturally. Quite the opposite. Most people understand the world by generalizing personal experiences which are very biased. In the media the “news-worthy” events exaggerate the unusual and put the focus on swift changes. Slow and steady changes in major trends don’t get much attention. Unintentionally, people end-up carrying around a sack of outdated facts that you got in school (including knowledge that often was outdated when acquired in school). The Ignorance Project
The gapminder site is a treasure trove of data, software and other teaching and learning resources and I played with one example of a chart by choosing Iran, UK and USA for comparison over the lifetime of the data (Scroll back to 1995 and press play). Did you see what happened to Iran?
Rosling was not without his critics but I would like to celebrate his contribution on the ground, in the classroom, and on the web. He entertained, he provoked thought and he gave us tools to help us understand and interrogate data.
Peter Riley explains the Kinder Scout Trespass that took place in 1932 as a protest against the permanent closure of all the wild uplands of Derbyshire for about 12 days of grouse shooting in the year. It has been described as “the most successful direct action in British history” Lord Roy Hattersley, 2007.
The other day I read a review by Billy Mills of the narrative poem The Ascent of Kinder Scout by Peter Riley. What Billy said made me think about the relevance of the Kinder Scout Trespass for us today and how the poem can help us understand more about the purpose and experience of education then and now. The pamphlet arrived in the post today to my joy.
Extract from Billy Mills’ review
These radicals, both working class activists and middle-class poets, had lived through one World War and its aftermath and were about to see a second. As the first generation to benefit from the 1918 Education Act, they had the tools needed to engage in a process of learning about power and its implications. As Riley writes early in this work, ‘The foundation of the state is not violence but education.’ This statement, apparently straightforward on first reading, gains in complexity as Riley questions the role and value of the state a few paragraphs later, concluding that it ‘makes everything possible, and makes strangers of us all.’
He also calls into question the value of education, specifically literacy:
They taught us to read and we thought we were so grand as to join heaven and earth. But all we did was wallpaper over the crack between myth and science and lose our homes. The farmer’s wife sang a truer song, told a sweeter story, of hope and despair hand in hand walking back into society.
This last word forming an integrative counterbalance to the divisive state. It is no coincidence that the verse excursus, which echoes the song Goodnight Irene, follows on immediately after the prose paragraph from which I have just quoted. This interlude sits in the twin shadows of war and emigration, of ‘promise betrayed’ and ‘all the bathos of the modern state’.
I know that comparisons with the 1930s are a little overblown at present but I found that the poem and review are very thought-provoking in my ongoing consideration of critical and digital literacy in public and open education. I submitted an abstract recently for #OER17, a conference with the theme Politics of Open. My abstract looks at the role of criticality in Open Educational Practice, and how paying attention to the sociomaterial, as Fenwick(2014) encourages students and educators, can focus on the political as well as the instrumental nature of education, and critique the digital tools and platforms through which it is increasingly mediated.
So here is my proposal:
What if the critical and digital literacies that educators and students practice and share could help focus attention on the wider implications of using proprietary social networking systems and other platforms in learning, and activism and education?
What if these literacies helped bring about a digital trespass that was more like the Kinder Scout Trespass than a concern of cyber-security?
I’ll leave you with the words of the late Ewan McColl in one of my Favourite songs The Manchester Rambler.
I’m a rambler, I’m a rambler from Manchester way
I get all me pleasure the hard moorland way
I may be a wageslave on Monday
But I am a free man on Sunday
I caught part of a BBC2 documentary, Trump’s America a Newsnight Special, last night and was appalled by what I saw.
From my armchair I tweeted, and it seems a few people saw my tweets but they didn’t seem to make much of a difference except that I probably felt a bit better for having tweeted, as part of the general head-shaking in this post-election period. Tweeting was marginally better than laughing at Have I Got News for you? but still pretty passive.
Today I plan to watch the whole documentary on iPlayer (sorry that won’t be available to all of you). Then this morning on Facebook, I noticed that George Roberts was making a complaint to the BBC about an item on the Today radio programme.
As a tiny step towards action, I compiled my first ever complaint to the BBC, and I have included the text of it below the video.
“Last night I watched the segment of the Newsnight Documentary where Emily Maitlis interviewed Nigerian novelist Chimamanda Ngozi Adichie and the editor in chief of the American Spectator, R Emmett Tyrrell. Emily did her best to raise the issue of Donald Trump’s racism with both interviewees. Chimamanda was articulate and addressed the points that Emily raised but Emmett Tyrrell was an embarrassment to watch. He rambled, tried to compare KKK with the Knights of St Columba to justify why we need not be concerned about Trump being supported by them, rejected Chimamanda’s valid point on why oppressed people may vote for oppressors. He clearly forgot, or couldn’t cope with the strangeness to him of, Chimamanda’s name at one point. He rejected what he interpreted as Chimamanda’s use of false consciousness as ‘Marxist’ and completely failed to address what she said about his inability to define racism.
My complaint is about the decision to include Emmett Tyrrell in this segment. Was it for reasons of ‘balance’? Surely you could have found a Trump supporter capable of reasoned argument. Even if no such person exists, you could have found someone who didn’t necessarily agree with her to listen and respond to Chimamanda. How fortunate you were to have her on the show, and her contribution was diminished by the presence of someone unsuited to documentary debate.
Please could you tell me:
why Tyrell was invited?
Is there a policy in place that requires balance at the expense of the quality of the exploration of issue?
What role does an interviewer play in choice of interviewees? ”
Whilst I was compiling my complaint, I saw that someone had posted a youtube video of the subject of my complaint which allows me to share it with those who can’t get iplayer. I contributed to the Facebook thread with this comment
I won’t reproduce the conversation from the semi-private space of Facebook but happy for others involved to comment here. I mentioned my guess about a white male as that was relevant to the original post. One response to me was strange. Whilst decrying people looking everywhere for someone to blame for the Trump, he appeared (in his response to me a white woman) to blame the demographic of white women for Clinton not being elected. What I have learned from painful reflection on my own white privilege has strengthened my feminism.
So here is what I think:
Any black or brown person who reads this post is perfectly entitled to ignore or mock my thoughts and actions. They can, but don’t have to, point out any inevitable misconceptions that stem from my white privilege because it isn’t their responsibility to educate me – I have to do that for myself. Black and brown Americans have every right to be angry about the way others voted, the Democrats for failing to deliver and the (in)actions of others, not least because it is the black and brown people who will most affected by this electoral result.
But what I learned from watching Chimamanda when she told Emmett Tyrell that he had no right to define racism, is that I don’t have to take being told by a white man that the demographic of white women prevented Hillary Clinton being elected. Because a white man being angry at white women for this is sexist. I don’t feel anger at his comments – I’m grateful that he helped to improve my complaint, and my resolve to learn and take action (that goes beyond social media).
I will let you know of any outcome of the complaint in the comments, so subscribe to the post if you are interested. This is a tiny piece of activity but one thing that my network has shown me this week is that we need to work together and support others, particularly those who are disproportionately damaged by an outcome they voted against.
Thanks to something George Roberts said on Facebook about another BBC programme, I actually got my act together to make a formal complaint. Check out the page if you feel moved to complain about BBC programmes in future.
This blog post started life as a comment on Martin Weller’s post about language and how it affects behaviour and thoughts in Edtech. The comment mysteriously disappeared as I posted it so I thought that I would repost it here and link from Martin’s post. The title of the post “Let’s think inside the box“ made me think about Blackboxing .
Whilst I agreed with many of the ideas in the post, Martin’s statement “But this post isn’t about politics” stopped me short. I wondered what those of us thinking of making a submission to OER17 would make of this. I have been puzzling for a few weeks about what politics can mean in the context of “The Politics of Open” theme for OER17, and I guess that others may be doing so too. I think that the concept of politics being broad and interpreted in different contexts will make for a great conference that enriches our understanding of Open Educational Practices and Resources.
So I would like to encourage Martin to think about how his post could be about politics and ‘fit’ OER17 – maybe even rework it as a submission 🙂 I was grateful to him for getting me to think about politics and language and my Scholar Google search turned up 2 corking resources.
My subject discipline was Information Systems (that bears some parallels to Edtech) and in our teaching, we included social and organisational aspects as well the technological ones. Ethics, gender and power were definitely on the curriculum. When we think about education and/or technology without considering the politics – global, national, organisational, personal, interpersonal – we are filtering our understanding and it’s no wonder that our noble aspirations don’t always work out as we would hope. This is why I think the OER17 theme is so exciting – it can help us expand our thinking and our practice.
The practical bit of this post is about my workarounds to get articles online that are behind paywalls. Scroll down a bit if you want to cut to the chase.
For about 30 years off and on I was affiliated to a university, and appreciated the access to books, journals and other resources that accompanied that affiliation. I used it daily in my teaching and research work. As a Masters programme leader in the early 2000s, I was tasked with interviewing a student who had been found razoring out an article from a print journal. I tried to convince her that her action was against a commons where many could share the same resource. I remember reflecting that this wouldn’t have happened if we had a digital subscription to that journal. But of course the library card or login that go with affiliation are the gate through which we pass for access to the institution’s digital library.
Since retiring in 2013, I have had to become much more inventive about gaining access to resources as I realised more sharply what I already ‘knew’. There is no single digital library: our personal digital library is shaped by our access and our practices. When affiliated, I found articles that I wanted to read that were in journals for which my university had no subscription. This is when I turned to friends affiliated to wealthier universities who might have access to the journal and be willing to share a copy. I also realised that Scholar Google and Google could also be my friends, turning up links to self-archived articles, dodgy uploads for class resources and links to institutional repositories. I learned much about the vagaries of copyright and licensing in my service as co-editor of ALT’s Research in Learning Technology, particularly during the process of transition to becoming an Open Access journal to fulfil ALT’s commitment to scholarly publishing. In my research for the editorial of the first Open Access issue, I learned that instead of digital libraries bringing cost savings that could be used to expand access and/or reduce institutional costs, expenditure on serials subscriptions increased.
Recently, archives such as academia.edu and researchgate provide spaces for authors to self-publish data or papers, and to self-archive their papers published elsewhere. My retirement has given me more time for reading and writing (and craft and gardening) but lack of affiliation has increased the challenge of access to articles locked behind paywalls. Over the last few years, I have moved to publishing in Open Access journals (where that also suits my co-authors), and most of my reviewing work is for OA journals or conferences.
Talking to Mariana encouraged me to blog how I engage with my unaffiliated digital library.
Apps, tools and buttons
There are quite a few of these – I have the Google Scholar button, Openaccess button (not currently working), and http://oadoi.org/ but I haven’t found that any of these add much to my usual approaches. For example, when I plugged in the DOI for Langdon Winner’s article “Do artifacts have politics?” here is what the app returned:
It’s true that the article is behind a paywall, but when I was looking for it a couple of weeks ago, I tried my Plan A, and it came up trumps.
I searched Scholar Google for the title, and here’s what came up. All 3 link to the paywalled version at JStor. The first and third also have a link to downloads of the JStor version. When I find an unofficial version such as these, I download the pdf and add it to my Mendeley library on my hard disk. The second link is to Google books which will persist but rarely has the full source.
If Plan A doesn’t work, then I try :
Google search for article title plus .pdf. This is the search for the Langdon Winner article. It turns up one of the articles from Plan A plus a scanned version. Sometimes Plan A or Plan B turn up links to institutional repositories. If the full paper isn’t there, many repositories offer the chance to request a copy from the author. I have other plans too.
If I have had no luck I search academia.edu and researchgate for the title. For the Winner article, there was nothing on academia.edu but Langdon Winner had uploaded it to Researchgate.
If I know the author, I will contact them directly by email, otherwise I ask a friend if it’s possible for them to share a copy with me. I wouldn’t then pass on this copy to others, as it often contains clues to who might have downloaded it.
There is also the Twitter hashtag #icanhazpdf that works by people sharing their request for an article and the Twitterverse responding. I have used this once.
Practices and Networks
My plans and friends serve me fairly well while we wait for universal Open Access. My personal unaffiliated digital library is distributed across the Mendeley on my hard disk, networks of open access publications and my friends who are willing to share articles from behind paywalls – I give thanks for all of those.
If you have any more ideas or comments please share them.
I should have mentioned that Caroline Kuhn reminded me of the Langdon Winner article in her comment here. It was really good to read it again.
Reading posts on variations of Creative Commons licensing by Alan Levine, Doug Belshaw , and Maha Bali really made me think about our practices of licensing, copyrighting and attributing creative works, particularly of what we share as ‘knowledge’. Alan describes the various CC licenses he has used for his photos on Flickr, and the trials and tribulations he encounters in trying to apply CC0 to all of his images on Flickr. I had to check what CC0 was:
” Once the creator or a subsequent owner of a work applies CC0 to a work, the work is no longer his or hers in any meaningful sense under copyright law. Anyone can then use the work in any way and for any purpose, including commercial purposes, subject to other laws and the rights others may have in the work or how the work is used. Think of CC0 as the “no rights reserved” option.” Creative Commons FAQ
Doug Belshaw explains why he has applied CC0 to all of his work (including his doctoral thesis) that is under his control. Maha Bali, whilst acknowledging that CC licenses can be ignored, reveals how her approach to licence choice is contextual.
Thinking about my own practice, I publish this blog as CC BY-NC and try to publish my research writing in Open Access journals. Having said that, the last two articles I wrote with colleagues as I was retiring were published in closed journals, since those were the most beneficial for my co-authors still subject, unlike myself, to the Research Excellence Framework. So my approach to copyright and licensing is also contextual. If asked do you publish openly? my answer would have to be – Yes, but it depends.
I am always interested in looking at historical accounts to try to understand innovation. Bijker(1995) was one of my teaching resources, with the story of the emergence of the popular style of the bicycle being a good classroom story to explore. Audrey Watters has argued powerfully that 21st Century ‘innovators’ in Educational Technology ignore/distort history in an attempt to big up their products and services.
Then I remembered reading about 19th century industrial innovations that relied on sharing rather than protection and secrecy. In looking for this, I didn’t find my original reading but instead found a very interesting article about the Cornish Pumping Engine (Nuvolari 2004). Nuvolari contrasts the ‘heroic narrative’ where individuals are credited with inventions with ‘collective invention’, an incremental approach where the contributions of individuals can remain anonymous. For example, we all ‘know’ that James Watt invented the ‘modern’ steam engine that helped to bring about the Industrial Revolution. Nuvolari’s case study examines what happened in Cornwall, a remote area of England, in the 19th century mining industry which had memories of a bad experience in the last quarter of the 18th century with the more fuel-efficient patented Watt steam engines, needed to address flooding in their mines. The business model that Boulton & Watt established with Cornish mine adventurers was royalties based on hypothetical fuel efficencies of the Watt engine as compared with the earlier Newcomen engine. This model was unsatisfactory to the mine adventurers not only for business and economic reasons but also because Boulton and Watt’s refusal to license the design prevented Cornish engineers from improving the engines to suit local circumstances. Watt’s patent hampered engine innovation in Cornwall (and elsewhere) and the 19th century started with a dearth of progress.
“This situation lasted until 1811, when a group of mine “captains” (mine managers) decided to begin the publication of a monthly journal reporting the salient technical characteristics, the operating procedures and the performance of each engine. The explicit intention was twofold. First the publication would permit the rapid individuation and diffusion of best-practice techniques.
Secondly, it would create a climate of competition among the engineers entrusted with the different pumping engines, with favourable effects on the rate of technical progress.“
Lean’s Engine Reporter continued until 1904 and was accompanied by a steady improvement in the thermodynamic efficency of Cornish engines. Cornish adventurers were driven by pragmatism rather than an ideological attachment to open knowledge. I can recommend reading Nuvolari’s case study as it questions the standard historical account of the ‘golden boys’ role in the Industrial Revolution and the role of patents in stimulating innovation, and draws attention instead to innovation’s incremental, anonymous reality that occurred in a variety of social, geographical, legal and economic circumstances.
Nuvolari also hints at the central nature of patents with frequency increasing with proximity to the Patents Office.
So what have I learned?
I have already started to think about the personal is political in relation to Open Educational Practice, and have long observed (from my gendered lens) restricted narratives and dialogues even within open educational communities , see this post from 2011. Cornish mine adventurers had pragmatic reasons for challenging patents and promoting competition between engineers, and will no doubt have operated within class structures. If we want to promote Open Education that challenges structural inequalities of class, gender and race, we need to acknowledge these inequalities and be alert to where heroic narratives obscure structure inequalities in the cause of ‘innovation’ and profit.
The OER17 Call for Contributions is about to be released but we already know something the theme of the 2017 conference, entitled The Politics of Open, chaired by Josie Fraser and Alek Tarkowski. OER16 was my first OER conference and I loved its friendly atmosphere, and of course I learned a lot too. The theme and chairs of OER17 were announced at the end of OER16, and I was thrilled at the boldness of the topic. From what I know of the OER community, we will rise to the challenge.
I have been thinking for some time about the topic of my own submission to OER17, and in preparation for writing it, I started to think of the different flavours of ‘political’ that are important to Open Educational Practice (a concept explored so well by Catherine Cronin, in her 2016 keynote). The theme of the conference is broad enough to welcome many different perspectives in policy, organisational and societal contexts, and is sure to include fun too.
My first thought was about openness in politics, and I found http://openpolitics.org.uk/ , and from there to http://www.rebootdemocracy.org/ . I wonder if there will be submissions that are specifically about political systems but it’s not really where I think I can best contribute. The conference themes include policy and practice in local and wider contexts, organisational politics, and issues of equality and participation. I think my contribution will look at digital literacies but I am starting by looking at how I can frame my thinking.
I am interested in approaches to openness that are contextual, and don’t expect openness to automatically remove existing structural inequalities. For the Networked Learning Conference this year, my contribution to a symposium with Catherine Cronin and Laura Gogia included this digital story that hopefully illustrates my approach.
As I develop my abstract for OER17, my challenge is to present my ideas in a meaningful way for the audience (assuming it gets accepted). The phrase ‘the personal is political’ popped into my mind and I decided to refresh my memory of what it meant. Carol Hanish wrote an article originally published in 1970 in Notes from the Second Year: Women’s Liberation. Carol’s article was renamed by the book editors as “The Personal Is Political”, and it has had widespread traction over the last 46 years. Reflecting in 2006, Carol said
“It challenged the old anti-woman line that used spiritual, psychological, metaphysical, and pseudo-historical explanations for women’s oppression with a real, materialist analysis for why women do what we do. ” from 2006 Introduction
A materialist analysis of Open Educational Practice seems important to me, revealing lived experiences and informing possible collective responses, beyond an idea that the political is personal. I am still homing in on my specific topic for my abstract but I feel sure that the feminist perspective of ‘the personal is political’ can help me explore the politics of Open Educational Practice.