The World Blown Open: Open Access, Open Education, and Open Knowledge for an Uncertain Future
The World Blown Open: Open Access, Open Education, and Open Knowledge for an Uncertain Future (an Edited Collection)
In his notable work, Deschooling Society, Ivan Illich posited that schooling in modern societies and economies needed a radical reimagining:
"A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known" (75-76).
While Illich’s work draws substantial critiques, his premise provides a fruitful base on which we can build a better understanding of our increasingly open and shrinking world. Illich’s work forces us to understand open access, open education, and open knowledge as critically radical practices that empower not only those who propagate said practices but also those who engage with them. All of these practices are enabled by digital technologies through which revolutionary ideas can be and are disseminated. In Open Access, Peter Suber calls this an “access revolution” (1-2). This revolution is notable because while the Internet has provided once unimaginable access to information, barriers still remain in how much of that information is truly accessible and available to those outside of academia and research institutions.
Open access, open education, and open knowledge are inextricably linked in that they provide us with a knowledge commons and way in which individuals across strata can bypass knowledge cartels. This world blown open is teeming with models of knowledge and education, providing global citizens the opportunities to learn and enact change in their own spaces. However, these spaces are not always safe, ethical, or authentically open, giving rise to spaces that only mimic openness.
How can a teacher use open knowledge to help students learn? In what ways can open education aid the Global South? What are the benefits and detriments of open access in a monetized world? What ethical practices govern open access, open education, and open knowledge? What are the ways in which open access can be encouraged or mandated? What are the Marxist and capitalist critiques of open practices? What types of technologies can ensure the hold of open practices in the uncertain future? These are some of the questions this collection might consider.
This collection aims to bring together a diverse set of scholars, radicals, rabble-rousers, writers, and thinkers in order to consider this world blown open. Arguments, positions, and research from various points-of-view on open practices will establish a stimulating and contemporary text wherein open theory, open praxis, and open critique are established, discussed, and challenged. This collection will be critical and practical providing both theory and praxis in the understanding of open access, open education, open knowledge, and the potential for a radically open world.
Possible Topics or Themes
Open Access and Higher Education
Open Access and Critical Theory
Open Access and Critical Pedagogy
Open Knowledge and Dissemination
Open Knowledge and the Internet
Open Knowledge and Social Inequality
Open Education and Economics
Open Education and Educational Technology
Open Education and International Education
And other relevant topics or perspectives
What to Do
If you’re interested in contributing to this edited collection, please email a DOC/DOCX document to email@example.com with a 300-500 chapter abstract/outline, your name, your affiliation, and your contact information. In the email subject line, include “Open Edited Collection Submission: [insert your name].”
If you’re unsure about your idea for this collection, email the editor to discuss it. Final chapter submissions will be requested between 4000-8000 words. If you anticipate a longer selection, email the editor to discuss it.
Abstract Due: Dec 4, 2016
Notification of Acceptance: Jan 4, 2017
Full Chapters Tentatively Due: Mar 4, 2017
Trent M Kays
Department of English and Foreign Languages
Hampton, VA USA