This is very much in progress. I’ll be adding to it with each episode and as I wrap up writing.
Copyright and Intellectual Property
Greene, K. J. (2010). Intellectual property at the intersection of race and gender: Lady sings the blues. American University Journal of Gender, Social Policy & the Law 16(3), 365-385.
This article looks how in the United States, Black artists, particularly Black women artists, had no legal protection for their intellectual property until after civil rights amendments to the constitution and how the American music industry exploited the Black artists, specifically focusing on Black women blues singers who were wildly successful in the 1920s but did not retain their copyright or receive royalties for their work.
Indigenous Corporate Training, Inc. (2019, Oct 8). Indigenous knowledge and the question of copyright.
Young-ling, G. (2006). Intellectual property rights, legislated protection, sui geris models and ethical access in the transformation of Indigenous traditional knowledge [Unpublished doctoral dissertation]. University of British Columbia. https://open.library.ubc.ca/cIRcle/collections/ubctheses/831/items/1.0103864
Brandle, S. M. (2020). It’s (not) in the reading: American government textbooks’ limited representation of historically marginalized groups. PS: Political Science & Politics, 53(4), 743-740. CC BY-NC-SA.
This article investigates the representation of historically marginalized groups in open and commercial American government textbooks using a quantitative approach.
Dozono, T. (2017). Teaching alternative and indigenous gender systems in world history: A queer approach. The History Teacher, 50(3), 425-447.
This article applies queer theory to the development of a lesson plan on alternative gender systems in world history for a grade 9 audience in order to give students the tools to challenge binary understandings of gender and appreciate the diversity of epistemologies.
Dozono, T. (2019). Negation of being and reason in the world history classroom: “They used to think of me as a lesser being.” Race Ethnicity and Education.
This article uses interviews and observation to look at how grade 10 students of colour are negatively impacted by world history curriculum that excludes them and the ways those students resist that curriculum.
Dozono, T. (2020). The passive voice of white supremacy: Tracing epistemic and discursive violence in world history curriculum. Review of Education, Pedagogy, and Cultural Studies, 42(1), 1-26.
This article is the main focus of my discussion with Dr. Tadashi Dozono in Episode 1. It looks at how language and grammar, particularly the passive voice, is used in the New York State grade 10 word history curriculum to upload white supremacy and Eurocentric ways of knowing.
Tolley, E. (2020). Hidden in plain sight: The representation of immigrants and minorities in political science textbooks. International Journal of Canadian Studies, 57, 47-70.
This article investigates five intro to Canadian politics textbooks to see how they talk about and represent immigrants and minorities and in what contexts. They find that these books lack an intersectional framework and do not include many people of colour as subjects in the book or readings by people of colour. Tolley also presents three recommendation on what should change in how these books are published and who participates.
Epistemic Diversity and Plurality
Antoine, A., Mason, R., Mason, R., Palahicky, S. & Rodriguez de France, C. (2018). Pulling together: A guide for curriculum developers. BCcampus.
This guide looks at how Indigenous ways of knowing can be incorporated into post-secondary curriculum in ways that are respectful. The guide explores Indigenous epistemologies and pedagogies and discusses appropriate ways to engage with Indigenous communities.
Adam, T. (2020). Open educational practices of MOOC designers: embodiment and epistemic location. Distance Education, 41(2), 171-185.
This article describes interview with MOOC (massive open online course) designers in South Africa to see the different ways they understand open based on gender, race, academic background, and politics. This article shows the great diversity and argues that having this epistemic diversity in the creators of MOOCs will help produce content that is more inclusive and empowering.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
To be honest, I only read the introduction of this book. The book has been summarized so well elsewhere, and the specific examples of epistemic injustice that Fricker explores do not describe how I am thinking about epistemic injustice in this project.
McKinnon, R. (2016). Epistemic injustice. Philosophy Compass, 11(8), 437-446.
This article provides an overview of Fricker’s descriptions of epistemic injustice as well as the responses of others who offered critiques and expanded the concept.
Mills, C. W. (2007). Chapter 1: White ignorance. In S. Sullivan & N. Tuana (Eds.), Race and epistemologies of ignorance (pp. 13-38). State University of New York Press.
In this article, Mills fleshes out the concept of “white ignorance,” which looks at ignorance specifically driven by racism and white supremacy. This form of ignorance allows allows white people (although Mills acknowledges that white ignorance can affect non-white people too) to remain oblivious to how race functions in our society.
Sherman, B.R., & Goguen, S. (Eds.). (2019). Overcoming epistemic injustice: Social and psychological perspectives. Rowman & Littlefield International, Ltd.
This book helped me understand the complexities of the field and the various terminology and scholars working in the field. The book provides an introduction to epistemic injustice and then each chapter unpacks a specific topic.
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge. (Original work published 1990).
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 1989(1), 139-167.
This article presents a critique of the “single-axis framework” Crenshaw identifies in antidiscrimination law, feminist theory, and antiracist politics, which she argues fails to account for the fact that Black women experience discrimination on the basis of sex and gender, and also specifically as Black women. Crenshaw uses a number of court cases to illustrate why the concept of intersectionality is crucial to anti-discrimination frameworks to ensure that people who are multiply marginalized are not excluded.
McGregor, H. (Host). (2017-2020). Secret feminist agenda [Audio podcast].
An interview podcast that features guests who share “the insidious, nefarious, insurgent, and mundane ways we enact our feminism in our daily lives.”
Social Justice in (Open) Education
Almeida, N. (2017). Open educational resources and rhetorical paradox in the neoliberal univers(ity). Journal of Critical Library and Information Studies, 1(2017), p. 1-19. https://academicworks.cuny.edu/ny_pubs/142/
Adam, T., Bali, M., Hodgkinson-Williams, C., & Morgan, T. (2019, Feb 26). Guest blog: Can we decolonize OER/open? #DecolonizeOpen. OER19.
Bali, M., Cronin, C., Czerniewicz, L., DeRosa, R., & Jhangiani, R. (Eds.). (2020). Open at the margins: Critical perspectives on open education. Rebus Community.
Bali, M., Cronin, C., & Jhangiani, R. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education, (1), 1-12.
Gong, R., Orozco, C., & Santiago, A. (2020, Nov 9-13). Opening a space and place for #WOCinOER: Stories, experiences, and narratives [Conference presentation]. 2020 Open Education Conference, online.
An open discussion facilitated by women of colour for women of colour about their experiences and perspectives on open education.
Hodgekinson-Williams, C. A., & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South. Journal of Learning for Development 5(3).
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.
In this book, hooks shares her perspectives and experiences on how education can be a practice of freedom. Hooks reflects on scholars who have influenced her thinking and presents her own thoughts on how educators can push back against oppressive systems and empower students. She also discusses “engaged pedagogy” and argues that teachers need be able to be whole in the classroom.
Lambert, S. R. (2018). Changing our dis(course): A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3).
This article looks at literature on open education to see how it aligns with social justice principles and argues that an explicit commitment to social justice has been lost in recent open education literature. Lambert defines three principles of social justice to better orient open education towards social justice and presents a new definition of open education that centres social justice values.
McGuire, H., Brandle, S., Farraly-Plourde, E., Koseoglu, S., Lansdown, K., Manitowabi, S., & Thornton, E. [Open Education Global]. (2020, Nov 16). Open education, race and diversity: promise vs. reality [Video]. Streaming Service. https://youtu.be/ZcJS1rCgH88
A recording from a panel session at the Open Education Global conference, where panelists share their perspectives on how open education and open educational resource are falling short for marginalized groups and possibilities for making them better. You can watch the session here:
Roberts, J. (2021, March 1). Achieving a socially just open education during the COVID-19 era [Keynote]. Open Education Week, online. https://archives.pdx.edu/ds/psu/34970
In this keynote, Jasmine talks about how OER and open educational practice can encourage more equitable, inclusive, and diverse classrooms.
Seiferle-Valencia, M. (2020). It’s not (just) about the cost: Academic libraries and intentionally engaged OER for social justice. Library Trends, 69(2), 469-487.
This article looks at how social justice can be intentionally enacted in OER projects by applying Lambert’s (2018) three principles of social justice in OER. This article provides an overview of the research on this topic, describes a number of OER projects that demonstrate social justice principles, at uses Black feminist theory to talk about how librarians can support making OER projects more socially just.
You can also listen to Marco’s talk at OpenEd 2020 on this topic: