30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning

Autor/inn/en	Koseoglu, Suzan; Ozturk, Tugba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras
Titel	30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning
Quelle	In: Journal of Interactive Media in Education, 2020 (2020) 1, Artikel 5 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-893X
Schlagwörter	Gender Bias; Sex Fairness; Curriculum Design; Open Education; Distance Education; Postsecondary Education; Social Justice; Empowerment; Equal Education; Feminism; Cultural Relevance; Access to Education + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Sexualaufklärung; Lehrplangestaltung; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Post-secondary education; Tertiäre Bildung; Soziale Gerechtigkeit; Feminismus; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn's social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as "a life and death issue," approaching "empowerment" as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women's access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) "ODL and equal opportunity;" (2) "Feminism and gender-sensitive curriculum design;" and (3) "Culturally relevant curriculum design." We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. (As Provided).
Anmerkungen	Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01