I have an article published on SpringerLink, as part of the Encyclopedia of Educational Philosophy and Theory, edited by Michael Peters. The article is on openness and power. The full article is available here. I’ve appended the introduction below.
Openness as a set of practices has received less attention from practitioners and researchers than the specifics of producing and distributing open educational resources (OERs) or engaging in open education through innovations like massive online open courses (MOOCs). As a result, openness as a philosophical position and its relationships to power inside and outside formal educational contexts has also remained relatively undeveloped to date. However, it is possible to identify key arguments that enable the relationship between openness and power to be framed.
- Who defines openness, and what remains open or closed, inside and outside formal educational contexts? This includes the relations of power between transnational bodies, state agencies, education providers, corporations, and individuals.
- How does the political economics of openness reveal relations of production that are themselves rooted in power? This includes work on ideas like the commons, the public university, MOOCs, open data, information justice, and free culture.
- These associations also map onto discussions of openness, in terms of scholarship, authentication, publishing and access, data, and so on. How do these commodities of openness relate to social relations of power?
- The associations between openness and power map onto a number of terrains grounded in the self, including: the rich history of open education in community, cooperative, adult, and workers’ education; pedagogic research focused upon personalization, collaboration, and networks; critical or radical pedagogy around emancipation and self-actualization; Marxist critiques of education as it is restructured through processes of commodification and valorization. Can these terrains be brought into relation?
- Is it possible to scope a future for openness as it relates to power? In particular, how does current research and practice enable thinking about openness in terms of utopias or dystopias?
This entry will pick up on each of these areas in turn, in order to frame the social nature of openness in educational contexts. As a result, its relationship to concerns of democracy, social justice, and freedom, through processes for knowledge consumption, production, and distribution, will be developed.