Open Praxis (Jul 2023)
Openness in Education as a Praxis: From Individual Testimonials to Collective Voices
- Aras Bozkurt,
- Torunn Gjelsvik,
- Taskeen Adam,
- Tutaleni I. Asino,
- Javiera Atenas,
- Maha Bali,
- Constance Blomgren,
- Melissa Bond,
- Curtis J. Bonk,
- Mark Brown,
- Daniel Burgos,
- Dianne Conrad,
- Eamon Costello,
- Catherine Cronin,
- Laura Czerniewicz,
- Maren Deepwell,
- Markus Deimann,
- Helen J. DeWaard,
- Tonia A. Dousay,
- Martin Ebner,
- Robert Farrow,
- Inés Gil-Jaurena,
- Leo Havemann,
- Andreia Inamorato,
- Valerie Irvine,
- Shironica P. Karunanayaka,
- Michael Kerres,
- Sarah Lambert,
- Kyungmee Lee,
- Mpine Makoe,
- Victoria I. Marín,
- Alexander Mikroyannidis,
- Sanjaya Mishra,
- Som Naidu,
- Fabio Nascimbeni,
- Mark Nichols,
- Don Olcott,
- Ebba Ossiannilsson,
- Daniel Otto,
- Brenda Cecilia Padilla Rodriguez,
- Michael Paskevicius,
- Verena Roberts,
- Tooba Saleem,
- Robert Schuwer,
- Ramesh C. Sharma,
- Bonnie Stewart,
- Christian M. Stracke,
- Alan Tait,
- Ahmed Tlili,
- George Ubachs,
- Joshua Weidlich,
- Martin Weller,
- Junhong Xiao,
- Olaf Zawacki-Richter
Affiliations
- Aras Bozkurt
- Anadolu University
- Torunn Gjelsvik
- International Council for Open and Distance Education (ICDE)
- Taskeen Adam
- Open Development & Education, UK; University of Johannesburg
- Tutaleni I. Asino
- Oklahoma State University
- Javiera Atenas
- University of Suffolk
- Maha Bali
- American University in Cairo
- Constance Blomgren
- Athabasca University
- Melissa Bond
- University College London, UK; University of Stavanger
- Curtis J. Bonk
- Indiana University
- Mark Brown
- Dublin City University
- Daniel Burgos
- Universidad Internacional de La Rioja (UNIR)
- Dianne Conrad
- Independent consultant and researcher
- Eamon Costello
- Dublin City University
- Catherine Cronin
- Independent scholar
- Laura Czerniewicz
- University of Cape Town
- Maren Deepwell
- Association for Learning Technology
- Markus Deimann
- ORCA.nrw
- Helen J. DeWaard
- Lakehead University
- Tonia A. Dousay
- University of Alaska Anchorage
- Martin Ebner
- Graz University of Technology
- Robert Farrow
- The Open University (UK)
- Inés Gil-Jaurena
- Universidad Nacional de Educación a Distancia (UNED)
- Leo Havemann
- University College London/The Open University (UK)
- Andreia Inamorato
- University of Barcelona
- Valerie Irvine
- University of Victoria
- Shironica P. Karunanayaka
- The Open University of Sri Lanka
- Michael Kerres
- University of Duisburg-Essen
- Sarah Lambert
- Deakin University
- Kyungmee Lee
- Lancaster University, UK; Seoul National University
- Mpine Makoe
- University of South Africa
- Victoria I. Marín
- Universitat de Lleida
- Alexander Mikroyannidis
- The Open University (UK)
- Sanjaya Mishra
- Commonwealth of Learning
- Som Naidu
- Technology, Education and Design Associates
- Fabio Nascimbeni
- European Training Foundation
- Mark Nichols
- Te Pūkenga
- Don Olcott
- HJ & Associates
- Ebba Ossiannilsson
- International Council for Open and Distance Education OER Advocacy Committee
- Daniel Otto
- European University for Innovation and Perspective
- Brenda Cecilia Padilla Rodriguez
- Universidad Autonoma de Nuevo Leon
- Michael Paskevicius
- University of Victoria
- Verena Roberts
- Concordia University of Edmonton & University of Calgary
- Tooba Saleem
- Allama Iqbal Open University
- Robert Schuwer
- Independent consultant and researcher
- Ramesh C. Sharma
- Dr B R Ambedkar University Delhi, New Delhi
- Bonnie Stewart
- University of Windsor
- Christian M. Stracke
- University of Bonn
- Alan Tait
- The Open University (UK)
- Ahmed Tlili
- Smart Learning Institute of Beijing Normal University
- George Ubachs
- European Association of Distance Teaching Universities (EADTU)
- Joshua Weidlich
- DIPF – Leibniz-Institute for Research and Information in Education
- Martin Weller
- The Open University (UK)
- Junhong Xiao
- Open University of Shantou/Shantou Radio and Television University
- Olaf Zawacki-Richter
- University of Oldenburg
- Journal volume & issue
-
Vol. 15,
no. 2
Abstract
Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts.
