The main focus of this paper, as I read it, is to consider the range of open educational practices which may vary from a pedagogical or content-based purpose to a purpose based in social justice. This calls to mind aspects of Friere's work, which is based on a pedagogy of liberation from oppression. The authors consider how various open open educational practices (eg., student-created content, renewable assignments, open syllabus, etc) might produce a neutral or negative, ameliorative or transformative social justice impact. Of course, such judgements depend very much on your definition of social justice, for example, whether social justice means "students of marginalized backgrounds are able to make decisions" involving only themselves, or over entire student cohorts. In this case, I think, the authors are saying both: "firstly, when used with individuals in marginalized populations, and secondly, in the long term development of students as citizens who learn how they might empower others when they are in a context to do so." For a very similar paper, see also Hodgkinson-Williams and Trotter, 2018.
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