Browsing by Subject "social justice"

Now showing 1 - 20 of 28
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    Designing multimodal classrooms for social justice
    (Taylor & Francis, 2014) Archer, Arlene
    This paper explores the ways in which multimodal classroom discourse could inform a social justice agenda through broadening the base for representation in the classroom. It identifies some of the challenges and opportunities of designing multimodal classrooms in diverse and developing contexts, where there are vast differentials in terms of access to resources. It focuses on the ways in which multimodal classrooms could recognise a range of student resources, whilst at the same time enabling access to dominant forms. This includes access to the discourses and knowledges of official curricula and formal methods of assessment, as well as the creation of dispositions towards meaning-making outside of the classroom. Formal education often closes down access to a range of semiotic resources and multimodal classrooms can potentially recover 'recognition' of these. This paper explores ways of designing multimodal classrooms for social justice in order to bring to the surface the range of students' resources which are often not noticed or valued in formal educational settings. It proposes the following: the questioning of boundaries between domains, harnessing students' representational resources, developing metalanguages for reflection and creating less regulated classroom spaces.
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    Open Access
    Digital open textbooks for social justice: Collaboration and student co-creation
    (Digital Open Textbooks for Development, 2023-03) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    This is a presentation by members of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox, Bianca Masuku and Michelle Willmers, at the UCT Open Textbook Conversation event as part of Open Education Week in March 2023.
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    Diversity, inclusion, and social justice in the information context: global south perspectives
    (2020) Raju, Jaya
    This is an editorial of the special issue of the International Journal of Information, Diversity, & Inclusion 4(3/4), 2020 authored by the guest editor (Jaya Raju).
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    Open Access
    Educating for citizen leadership: exploring the University of Cape Town’s global citizenship programme
    (2019) Joseph, Loren; Ward, Catherine
    This dissertation explores the University of Cape Town’s Global Citizenship (GC) Programme as a site for teaching citizen leadership. We live in times that are marked by complexity, uncertainty, and a plethora of global challenges, many of which have resulted in injustices in people’s lived experiences. Increasingly ordinary citizens are calling for new ways of leading change which combats social injustices. This form of leadership values social justice, democracy, equity, shared agency, active and engaged citizenship – this is regarded as citizen leadership. Higher education institutions have a role to play in developing student leaders who are equipped with the capacities to confront uncertainty and thrive in a changing world. This study recruited student participants of the GC programme courses. In total, ten students participated in one of four focus group discussions which were guided by semi-structured interviews, and ninety students consented to have their reflective essays on the GC programme courses analysed. Using Interpretative Phenomenological Analysis, the participants’ experience of the programme, in the focus group discussions and reflective essays, was examined to determine how they understood citizenship, social justice and leadership in relation to the programme’s teachings. The findings revealed that most students regarded the programme as developing their capacities for active and engaged global citizenship. Most students did not view the programme as teaching leadership; however, based on the definition of citizen leadership, I argue that the programme is indeed a site for teaching this form of leadership. It is recommended that the programme staff make the connection between active and engaged citizenship, social justice, and leadership more explicit in their curricula and teaching. It is believed that this change to the programme will enable students to have a clearer understanding of themselves as leaders prepared for the world beyond university and enabled to bring purposeful change to the world.
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    Educating for citizen leadership: exploring the University of Cape Town’s global citizenship programme
    (2019) Joseph, Loren; Ward, Catherine
    This dissertation explores the University of Cape Town’s Global Citizenship (GC) Programme as a site for teaching citizen leadership. We live in times that are marked by complexity, uncertainty, and a plethora of global challenges, many of which have resulted in injustices in people’s lived experiences. Increasingly ordinary citizens are calling for new ways of leading change which combats social injustices. This form of leadership values social justice, democracy, equity, shared agency, active and engaged citizenship – this is regarded as citizen leadership. Higher education institutions have a role to play in developing student leaders who are equipped with the capacities to confront uncertainty and thrive in a changing world. This study recruited student participants of the GC programme courses. In total, ten students participated in one of four focus group discussions which were guided by semi-structured interviews, and ninety students consented to have their reflective essays on the GC programme courses analysed. Using Interpretative Phenomenological Analysis, the participants’ experience of the programme, in the focus group discussions and reflective essays, was examined to determine how they understood citizenship, social justice and leadership in relation to the programme’s teachings. The findings revealed that most students regarded the programme as developing their capacities for active and engaged global citizenship. Most students did not view the programme as teaching leadership; however, based on the definition of citizen leadership, I argue that the programme is indeed a site for teaching this form of leadership. It is recommended that the programme staff make the connection between active and engaged citizenship, social justice, and leadership more explicit in their curricula and teaching. It is believed that this change to the programme will enable students to have a clearer understanding of themselves as leaders prepared for the world beyond university and enabled to bring purposeful change to the world.
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    Inclusivity, collaboration and student co-creation: Open textbook production models for social justice
    (Digital Open Textbooks for Development, 2022-03) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    This is a presentation by the DOT4D project for Open Education Week in March 2022
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    Inclusivity, collaboration and student co-creation: Open textbook production models for social justice
    (2022-02) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    Presentation from the Open Textbook Conversation event hosted by the Digital Open Textbooks for Development initiative at the University of Cape Town on 10 March 2022 as part of international Open Education Week. The event was focused on launching the UCT UNESCO Chair in Open Education and Social Justice, profiling the UCT Open Textbook Award, addressing issues related to institutional support and the transformation agenda, and sharing findings from the DOT4D open textbook models for social justice articulation process.
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    Open education and social justice: Collaboration and student co-creation at the University of Cape Town
    (Digital Open Textbooks for Development, 2023-01) Cox, Glenda
    This is a presentation by the Digital Open Textbooks for Development (DOT4D) initiative's PI, Dr Glenda Cox, at the Worcester Polytechnic Institute in January 2023.
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    Open education and social justice: Future imperatives
    (Digital Open Textbooks for Development, 2023-05) Cox, Glenda
    This is a presentation by Digital Open Textbooks for Development (DOT4D) PI, Dr Glenda Cox, at the Future of Open Education in May 2023.
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    Open education for social justice: Students as partners in transdisciplinary research
    (Digital Open Textbooks for Development, 2022-11) Cox, Glenda; David, Tom
    This is a presentation given by the PI of the Digital Open Textbooks for Development (DOT4D) initiative, Dr Glenda Cox and a collaborator, Tom David, at the UNITWIN/ UNESCO Chairs Programme in November 2022.
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    Open textbook authorship, quality assurance and publishing: Social justice models of participatory design, engagement, co-creation and partnership
    (Digital Open Textbooks for Development, 2022-05) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    A presentation by the DOT4D project for the OE Global Conference held in Nantes, France on the 23-25 May 2022 on collaborative open textbook development models at UCT.
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    Open textbook case studies: social justice, agency and intersectionality
    (2019-11) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    Open textbook initiatives have been successful in the United States and Canada as a means to save money for students. At the University of Cape Town (UCT), the Digital Open Textbooks for Development (DOT4D) project, which began in July 2018, has also looked at cost savings. However, the impetus for this project is premised on the potential for open textbooks to transform curriculum, a current imperative in the South African higher education system. This presentation, delivered at the OE Global 2019 Conference, outlines the application of the DOT4D project social justice, social realist and intersectional approach.
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    Open Textbooks and Social Justice: Open Educational Practices to Address Economic, Cultural and Political Injustice at the University of Cape Town
    (2020-05) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT), on the potential of open textbooks to address social injustice in South African higher education and the practices utilised by UCT staff to address these challenges. The paper uses Nancy Fraser’s (2005) trivalent lens to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice). The findings demonstrate that open textbooks have the potential to disrupt histories of exclusion in South African higher education institutions by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. In addition to this, they provide affordances which enable lecturers to change the way they teach, include student voices and create innovative pedagogical strategies.
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    Open textbooks as a technology
    (Digital Open Textbooks for Development, 2023-09) Masuku, Bianca
    This is a presentation created by Digital Open Textbooks for Development (DOT4D) Researcher, Bianca Masuku, for a Learning Designers Trainee Learning Time session in September 2023.
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    Open Textbooks, Intuitive Pedagogy and Social Justice
    (Digital Open Textbooks for Development, 2021-04) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    The Digital Open Textbooks for Development (DOT4D) project is a grant-funded research, advocacy and implementation initiative based in CILT. This presentation provides insight into the DOT4D project’s recent work at UCT exploring the nexus between social (in)justice in the classroom, the textbooks and resources used in teaching and learning, and the pedagogical approaches of open textbook authors.
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    Open, Inclusive Education and Social Justice: The Role of Open Textbooks
    (Digital Open Textbooks for Development, 2021-11-24) Cox, Glenda
    Presentation by Digital Open Textbooks for Development (DOT4D) Principal Investigator, Dr. Glenda Cox, at a webinar for the World Universities Network on Open and Inclusive Education (WUN OpenEd), a WUN-UNESCO/ICDE collaboration aiming to offer open online education to mitigate the global COVID-19 impact on education, in November 2021.
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    Participatory Pedagogy and Open Textbook Publishing Journeys: Emerging Models at the University of Cape Town
    (2020) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    The presentation gives insight into the emerging models of open textbook production employed by lecturers in the DOT4D grants programme at UCT and describes the journeys these authors have embarked on in collaboration with students, academics and practitioners in their various fields. It also provides insight into emerging open textbook publishing models and the various formats and genres of open textbooks currently being produced at UCT. The discussion on publishing models addresses the partnerships for publishing required in the new open textbook production landscape in which academics and institutions take on the role of publisher in order to drive institutional transformation and alleviate injustices inherent in the South African higher education system.
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    Predatory publishing from the Global South perspective
    (Radical Open Access Conference, 2018-06-29) Raju, Reggie; Nyahodza, Lena; Claassen, Jill
    The publication of research outputs, in the main, has a social justice aim that is enacted by the desire of researchers to share their research findings for the betterment of society. There is a strong belief in the necessity of a symbiotic relationship between reader and researcher. This relationship is supported by the view that access to published knowledge is essential for the production of new knowledge, and new research builds on previous knowledge, establishing its validity through collective scrutiny. Traditionally, research has been made public through journals, meeting proceedings, and books produced largely by commercial publishers, and access to this research has had to be bought.
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    The role of Open Data as a social justice entity
    (2018) Nyahodza, Lena
    This conference paper presents the role that open data is playing in creating open maps to rescue girls that are schedules for female gender mutilation (FGM), thus giving hope to a girl child in Tanzania. Literature indicates that there have been reports of young girls losing lives during or becoming disabled after the FGM procedures in many occasions; and the creation of open maps through the use of open data has made it possible to locate girls that need rescue from scheduled procedures. FGM practice aims to ensure premarital virginity and marital fidelity, as FGM is believed to reduce a woman's libido, which is also believed to help women resist extramarital sexual acts. FGM is on its own a social injustice practice that is intended to glorify men at the expense of the health and lives of the girl children. Open data, has therefore, presented an opportunity to save girls from the harmful FGM practice.
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    The role of Open Education: Addressing social justice through collaboration and student co-creation
    (Digital Open Textbooks for Development, 2023-04) Cox, Glenda
    This is a presentation given by Digital Open Textbooks for Development (DOT4D) PI, Dr Glenda Cox, to the African Digital University Network (ADUN) in April 2023.