After reading those articles, I agree with Open pedagogy is not a panacea for the current crisis challenging higher education. According to Mays, “Open Pedagogy” is a place of practice, a place where theories of learning, teaching, technology, and social justice speak to each other and inform the development of educational practices and structures. But open pedagogy offers a dynamic set of promises that can help faculty and students articulate a sustainable, vibrant, and inclusive future for our educational institutions. By focusing on access, agency, and public-oriented approaches to education, we can clarify the challenges we face and firmly assert a vision of learner-centered higher education. I note that the authors state that there is a difference between community college students and students who attend “higher level” universities. Also, the demographics of community college students are clearly working class. Actually, I’m wondering if community college students can cross the working class into the elite class? According to Gilliard and Culik, for about 50 percent of U.S. undergraduates, higher education means enrollment in these institutions. They offer a distinct education that emerges from the intersection of largely working-class students with the institutional forces that shape their curricula, assessment, and pedagogy. These students face powerful forces—foundation grants, state funding, and federal programs—that configure education as job training and service to corporate needs. These colleges sometimes rationalize this strategy by emphasizing community college as a means of escaping poverty, serving community needs, and avoiding student debt.
Of course, it is difficult to avoid the protection of privacy in our open teaching. I also agree with digital redlining is not a renaming of the digital divide. It is another thing, a set of educational policies, investment decisions, and IT practices that actively create and maintain class boundaries by discriminating against the limits of specific groups. I think the digital red line is realizing its value in the school. Armed with the history of redlining, and understanding its digital resurrection, we glimpse the use of technologies to reinforce the boundaries of race, class, ethnicity, and gender. Our experience is that this problem is seldom recognized as an urgent educational issue. I also think digital redlining can apply to our learning outside of the university.
Reference
Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community. Read Chapter 1: Open Pedagogy
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.