EXPERIENCES OF ONLINE FACULTY USING OPEN PEDAGOGY TO SUPPORT SOCIAL JUSTICE

Abstract

The COVID-19 pandemic was a pivotal, high impact period in the history of modern education. Seemingly overnight, institutions, programs, and classes around the world moved from being in-person to being online. The amount of individual and collective effort required for this to happen was tremendous. As a result, the pandemic forced both K-12 and post-secondary education systems globally to view the purpose and provision of education, including open education, in different ways. At the same time, social injustices were simultaneously being made visible across all facets of society, including education. It is often assumed that open education, by virtue of improving access to education, de facto supports social justice, but this is not the case. Additionally, online learning is generally thought to improve students’ access to education because of the flexibility in when and where to learn that is possible, but it can, in fact, be a site of social injustice for historically marginalized students. As a result, using open pedagogy in an online course to support social justice requires intentionality on the part of the instructor. For my dissertation, I completed a qualitative, interpretive phenomenological study underpinned by critical theory that sought to answer this central research question: What are the experiences of post-secondary faculty members who teach online using open pedagogy to support social justice? My study was situated within the context of one post-secondary institution located in British Columbia, and faculty who teach online courses using open pedagogy to support social justice were interviewed. The results revealed that faculty members conceptualize social justice in a variety of ways, primarily focusing on diversity, equity, and inclusion of identities, as well as removing systemic barriers. They operationalize social justice through using open pedagogy by centring student voices, diverse perspectives, and learner agency. As well, faculty members engage in social justice leadership development by valuing continuous learning; engaging in professional development on a variety of topics and in a variety of ways; and welcoming, valuing, and incorporating student feedback and input. The results also revealed they need to be more direct and explicit in expressing their support of social justice by using open pedagogy. Accordingly, I developed a social justice model of open pedagogy that faculty members could use to help plan how they will engage in open pedagogy to support social justice while avoiding the perpetuation of teaching practices that can be marginalizing. As well, because educational research tends to be under-theorized, my model contributes to the theory development in the intersections of open education and social justice. Despite some limitations of the research stemming from the study design and the cultural context, future research could more deeply explore the risks faculty members face when using open pedagogy in support of social justice.