This paper reports "on the potential of open textbooks to address social injustice in South African higher education (HE) and the practices utilised by University of Cape Town (UCT) staff to address these challenges." Like many other articles in this special issue of JIME, the study relies on Nancy Fraser's typology to examine inequality, specifically as relates to the following dimensions: economic (maldistribution of resources); cultural (misrecognition of culture and identities); and political (misrepresentation or exclusion of voice)." It focuses on work by the The Digital Open Textbooks for Development (DOT4D) project, surveying the 13 UCT grantees in the DOT4D grants programme. Worth noting: "Open textbook authorship models are providing avenues to explore innovative, student-centred pedagogical approaches." But this runs counter to a culture of academic gatekeeping that "serves to perpetuate political misframing and exclusion."
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