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Radical Pedagogy



Open Educational Resources (OER) are defined as the ‘… technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes. They are typically made freely available over the Web or the Internet …’ (UNESCO, 2002).

The idea of providing free access to knowledge of virtually any subject area was taken on by high profile institutions such as the Massachusetts Institute of Technology (MIT) with the OpenCourse Ware (OCW) and the Open University UK with OpenLearn. All initiatives have received tremendous attention in higher education and have been inspiring other institutions to follow the OER movement, as evidenced by the growing membership of the OpenCourseWare Consortium.

Along with the increase of OER programmes there has also been an increase of research into the development, circulation and use of these resources. However, such research has so far focused on technical, legal, and political issues to the detriment of the core issue of education.

For example, the meaning of the term ‘educational’ in OER is open to question: ‘Does it mean that only materials produced with the intention of being used within formal educational settings should be included?’ (Hylen, 2006). In addition to that, conceptual work on the question of ‘openness’ in relation to pedagogy is also needed. Pioneering work has been undertaken in the OLCOS Roadmap 2012 (Geser, 2007) and in the UNESCO report quoted above, but it has been argued that we must also move to Open Educational Practices, i.e., that providing free access to content is only half the story. In a similar vein, Sclater (2011) claims that OER can demonstrate new form of course structure and pedagogy as they are able to free learners from traditional requirements (e.g., admission criteria).

With this special double issue of the journal E-Learning and Digital Media ( we seek to investigate these claims and bridge this gap in research.

We are inviting contributions that deal with the following aspects:

* Conceptual work that describes teaching and/or learning with OER
* Which educational constructs or theories are of importance in conceptualizing OER?
* Looking back in the history of education, which events have had similarities with OER and can thus be utilised to conceptualise OER today?
* Empirical work reporting on experiences with the sharing, re-using and repurposing of OER using a specific instructional or pedagogical approach such as case studies or best practices

Geser, G. (2007) Open Educational Practices and Resources. OLCOS Roadmap 2012. Salzburg Research.
Hylen, J. (2006) Open Educational Resources: opportunities and challenges. Paris: OECD.
Sclater, N. (2011) Open Educational Resources: motivations, logistics and sustainability, in Content Management for E-Learning, pp.  179-193. New York: Springer.

This special double issue will also include articles by invitation. 

Please signal intent by May 1 2011 by sending abstracts (300 words) to the editors:

Markus Deimann, FernUniversität in Hagen:
Norm Frisen, Thompson Rivers University:
Michael A. Peters, University of Illinois:



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International Conference
Lucienne-Cnockaert Chair and the Department of History, Université de Sherbrooke, Sherbrooke, QC (Canada)
17-18 November 2011


In Africa, Latin America and Asia, the end of European colonial domination is a period of particular interest as it leads, almost invariably, to a new era characterized by uncertainty and the unknown. Upon achieving independence, previously colonized countries are often confronted with unprecedented cultural, ideological and political upheaval. This is usually indicative of an effort to exorcise the country’s colonial heritage, to rebuild the nation, and to look for ways and means of renewing the culture and social and economic development. The management of independence in the new Third World countries deals not only with which ideological model is best for the development of the nation, but also with establishing proactive socio-cultural, educational and economic policies. These policies are meant to build or re-build societies and nation-states, and to re-establish national identity, as well as combat the inequality and economic under-development inherent to colonialism. However, it would seem that despite important changes and significant results, postcolonial policies must contend with a number of limitations due, in part, to the persistence of prior dependence, to the nature of the political regimes in place and to new forms of economic dependence.

In consideration of the fiftieth anniversary of the decolonization of several African countries, the Lucienne-Cnockaert Research Chair in Modern History of European and Africa will be holding a conference entitled “Decolonization in the Third World: Challenges, Hopes and Limitations” on 17-18 November 2011. This conference will be an opportunity to study the magnitude and complexity of the responsibilities and challenges, and the various administrative paths chosen by the post-colonial societies of Africa, Asia and Latin America.

The aim of this conference is first and foremost to examine the objectives and challenges of cultural, educational and economic reforms in the Third World after attaining independence. Researchers will be invited to examine the nature of interracial and inter-religious relations, as well as the role of minority groups and demographically diverse populations (women, youth, ethnic groups, descendents of colonizers, regional groups, etc.) in the process of identity-building and socio-economic development within the new nation-states. A critical evaluation of the various reforms undertaken in postcolonial societies will allow researchers to take note of their limitations and their success, however limited the latter may appear to be. Finally, particular attention will be given to the various types of relations established between Third World countries and the Western world as a whole, and with international organizations and institutions such as UNESCO, the UN, the IMF, the Francophonie and the Commonwealth.

We welcome conference proposals touching upon the following themes:
– Cultural and economic aspects of colonialism
– Discourses and intellectual trajectories of the leaders of  independence movements
– The meaning of national symbols: national anthems, mottos and flags
– The nature of the postcolonial State and the ideologies of independence
– Cultural policies established in order to restore a national identity
– Relationships between native populations and the descendents of colonizers
– Policies respecting women and/or minorities
– Studies of particular concepts or ideologies (pan-Africanism, pan-Asianism, non-alignment, post- colonialism, socialism, etc.)
– Management of regional, ethnic and religious diversity
– Economic planning and development
– Neo-colonialism and international relationships between North and South
– International relationships amongst the South
– Interventions of the IMF and the World Bank: challenges and results
– Memories of independence

Researchers, professors and students interested in participating in this conference are invited to send proposals approximately 300 words in length before 1st March 2011.

Registration fees for this conference are $150 CAD. Travel and accommodation expenses may be reimbursed depending on funding received from granting agencies.

Please send proposals along with a brief CV by email to Professor Patrick Dramé:

The conference will take place at the Université de Sherbrooke on 17-18 November 2011. Papers and presentations may be in either French or English.

Program Committee:
Patrick DRAMÉ, History Departments, Université de Sherbrooke and Bishop’s University
Élikia M’BOKOLO, École des Hautes Études en Sciences sociales, Paris
Samir SAUL, History Department, Université de Montréal
Muriel GOMEZ-PEREZ, History Department, Université Laval
Magali DELEUZE, History Department, Royal Military College, Kingston
Ibrahima THIOUB, History Department, Université de Dakar
Christopher GOSCHA, History Department, Université du Québec à Montréal
Maurice DEMERS, History Department, Université de Sherbrooke
Jean-Bruno MUKANYA KANINDA-MUANA, History Department, Université de Montréal

Organizing Committee:
Patrick DRAMÉ, History Department, Université de Sherbrooke
Muriel GOMEZ-PEREZ, History Department, Université Laval
Magali DELEUZE, History Department, Royal Military College, Kingston
Pascal SCALLON-CHOUINARD, Ph.D. candidate, Université de Sherbrooke
Maxime LANDRY-VALLÉE, Graduate student, Université de Sherbrooke
Alexander MAJOR, Graduate student, Université de Sherbrooke

Pascal Scallon-Chouinard
Université de Sherbrooke

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