Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution

Reading Time: 9 minutes

At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions. We’ve just begun this journey, but in trying to embody one of our EdTech Hub values of ‘fearless and humble learning,’ we wanted to think out loud with you. This is the second in long-form series exploring what it means to strive toward ‘Decolonising EdTech’. Thanks to Taskeen Adam and Moizza Binat Sarwar for their support and insights.

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The Story of ‘Unlocking Data’

Reading Time: 3 minutes
Photo Credit: Image by ESSA

Imagine you are working in the Ugandan Ministry of Education and you want to understand how barriers to girls’ education at secondary level are changing. You can find a few academic articles that look relevant but sit behind a paywall, and a high-level report from a consulting firm, none of which answer the exact question you want to ask. You know the data that was used to write these articles and reports could provide crucial insights if analysed with your priorities in mind. However, tracking down the data is fruitless  —  the data was not deposited, catalogued, or indeed ethically cleared for future use.

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