This paper takes as its starting point one interviewee's comment that "you could decolonise and still have an enormous amount of injustice." As a result, the author looks at what different educators mean by 'justice' as they seek to address these injustices in and through their MOOCs. The MOOC designers interviewed and cited in this paper offer some challenging opinions. For example: "a distinction needs to be made between a course that theoretically explores concepts of justice and which aims to liberate the mind, which is what Ahmed describes, and a course that is designed and implemented in a way that strives for justice, which is what Nnenne describes." As the author writes, "As both physical and virtual learning spaces become more diverse in an increasingly global world, shifting from thinking of justice-as-content to justice-as-pedagogy may be more beneficial to educators."
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