Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalised and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony.

This collection of reflective essays is a treasure trove of advice, reflection and hard-won experience from experts in the field of open and distance education. Each chapter offers tried-and-tested advice for nascent academic writers, delivered with personal, rich, and wonderful stories of the authors’ careers, their process, their research and their writing, and the struggles and triumphs they have encountered in the course of their careers. The contributors explore the philosophies that guide their work, the conflicts and barriers they have overcome and the mentors and opportunities that sustain and stimulate them, always focused on making their experiences relevant and useful for scholars who are in the early stages of their writing lives. These rich and informative essays will appeal to anyone who wants to learn more about the crafts of research and writing, and the unseen struggles involved in publishing and “being heard.”

Affordable education. Transparent science. Accessible scholarship. These ideals are slowly becoming a reality thanks to the open education, open science, and open access movements. Running separate—if parallel—courses, they all share a philosophy of equity, progress, and justice. This book shares the stories, motives, insights, and practical tips from global leaders in the open movement.

Digital Teaching, Learning and Assessment: The Way Forward is the result of the continuous discussion taking place in the teaching and learning space of what the future holds for academics and their stakeholders, post pandemic students. The editors of this book work in the teaching and learning domain and consider such discussion critical to ensure that students of the future are well serviced by all concerned. The book brings such discussions to one platform where academics, administrators and other stakeholders like researchers and regulatory bodies ponder ideas and practices and how the digital world will dominate and change the teaching/learning space. Provides the new post-pandemic audience a futuristic look at the new digital world Covers how practitioners perceive this new era Enables administrators to have a glance at the possibilities of teaching and learning of the future Gives regulatory bodies a glimpse of the future as they try to find how QA would be for such teaching and learning that deviates significantly from didactic approaches

Theoretical and empirical analyses of whether open innovations in international development instrumentally advantages poor and marginalized populations. Over the last ten years, "open" innovations--the sharing of information without access restrictions or cost--have emerged within international development. But do these practices instrumentally advantage poor and marginalized populations? This book examines whether, for whom, and under what circumstances the free, networked, public sharing of information and communication resources contributes (or not) towards a process of positive social transformation. The contributors offer both theoretical and empirical analyses that cover a broad range of applications, emphasizing the underlying aspects of open innovations that are shared across contexts and domains.

This collection contributes to an understanding of queer theory as a "queer share," addressing the urgent need to redistribute resources in a university world characterized by stark material disparities and embedded gendered, racial, national, and class inequities. From across a range of precarious and relatively secure positions, authors consider the changing politics of queer theory and the shifting practices of queers who, in moving from the margins toward the academic mainstream, differently negotiate resources, recognition, and returns. Contributors engage queer redistributions in all tiers of the class-stratified academy and across the UK, the US, Australia, Armenia, Canada, and Spain. They both indict academic hierarchy as a form of colonial knowledge-making and explore class contradictions via first-generation epistemologies, feminist care work in the pandemic, Black working-class visibility, non-peer institutional collaborations, and student labor. The volume reflects a commitment to interdisciplinary empirical and theoretical approaches and methodologies across anthropology, Black studies, cultural studies, education, feminist and women’s studies, geography, Latinx studies, performance studies, postcolonial studies, public health, transgender studies, sociology, student affairs, and queer studies. This book is for readers seeking to better understand the broad class-based knowledge project that has become a defining feature of the field of queer studies.