When inclusion excludes: a counter narrative of open online education | Culture and communication in digital worlds

Author(s): Mariana Funes, Jenny Mackness

Year of publication: 2018

Keywords: Open education, Inclusion, Exclusion, Social justice, Online communication

Methodology/Sample: Content analysis/30 patterns

Reference: Funes, M., & Mackness, J. (2018). When inclusion excludes: a counter narrative of open online education. Learning, Media and Technology, 43(2), 119-138. https://doi.org/10.1080/17439884.2018.1444638

Abstract

Open education aspires to democratize education, promote inclusion and effect change through social justice. These aspirations are difficult to realize in open, online environments, which enable multiple, and often conflicting, perspectives. This paper proposes a counter-narrative that surfaces certain operational norms of the internet and foregrounds their exclusionary nature. We offer an illustrative inventory of some social media interactional patterns to examine communication used in open online education communities. This examination leads us to conclude that language online is subject to a dialectical tension that both includes and excludes. We conclude that a different language is needed in open online educational environments; one that embraces exclusionary structures and strategic ambiguity, as well as the aspirations to further democratize education via digital means.

> Summary

The paper critiques the aspirational narrative of open education, highlighting its potential for exclusion and homogeneity.
It proposes a counter-narrative that reveals operational norms in online education.
The authors argue for a new language that acknowledges exclusionary structures while promoting democratization.
The research emphasizes the dialectical tension in online communication, which both includes and excludes participants.

> Problem statement

The paper discusses the challenges of realizing open education’s aspirations for democratization and inclusion in online environments.
It highlights the tension between aspirational norms and actual operational norms that can lead to exclusion.
The authors argue that the ideology of social justice in open education can silence alternative perspectives.
There is concern about hidden operational norms that undermine critical engagement and inclusivity in online education.
The paper proposes a counter-narrative to address these exclusionary structures and promote a more nuanced understanding of open education.

> Methods used

The paper employs an exploratory method to assess the feasibility of using text-based communication for critiquing ideology.
A speculative research approach is adopted to present emerging data illustrating social justice narratives.
The authors utilize an illustrative inventory of social media interactional patterns to analyze communication in open online education communities.
The research critiques mainstream ideologies by offering a counter-narrative based on evidence from online courses and social media experiences.
The paper emphasizes the dialectical tension of language online, which includes and excludes perspectives.

> Practical implications

The paper highlights the need for a new language in open online education to address exclusionary structures and strategic ambiguity.
It suggests that recognizing operational norms can help surface exclusionary practices in online education.
The authors advocate for a critical engagement with online participation to avoid filter bubbles and echo chambers.
Aspirations for open education should include awareness of underlying norms and their implications for inclusivity.
The paper emphasizes the importance of dialectical tension in communication to balance inclusion and exclusion.