Unlocking Possibility: Examining OER Policy through a Critical Lens

• In Event: The SCOPE of Open Education Research

Abstract

Objectives
The purpose of this critical policy analysis (Apple, 2019) was to evaluate OER adoption policies at Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) accredited public institutions where the baccalaureate degree was the highest awarded. The goal was to apply critical perspectives to reveal systemic gaps and barriers in current policy frameworks inhibiting equitable OER adoption.

Theoretical Framework
This study grounded the policy analysis in critical pedagogy (Young and Diem, 2018) and social justice perspectives of OERs (Keddie, 2012; Lambert, 2018) to examine how inequities are perpetuated through policy discourses. Critical pedagogy perspectives illuminated how policy serves political and ideological interests that can marginalize underserved students (Apple, 2019). Nancy Fraser's (2005) concept of representational justice provided a key theoretical lens for the discourse analysis. This framework analyzes how sociocultural patterns of representation, including discourses, construct identities and status hierarchies that deprive certain groups of full participation.

Methods
Critical discourse analysis of current state, system-wide, and institutional OER policies was utilized to uncover systemic obstacles, gaps, and barriers. The analysis examined policy documents from a purposive sample of 20 public institutions accredited by SACSCOC, as well as related state and system-level policies. Textual analysis focused on identifying policy language, framing, and underlying assumptions. Thematic analysis was used to categorize and synthesize findings across the policy dataset. Representational gaps were identified based on the presence or absence of equity and inclusion language in the policies.

Results
Key findings revealed limited state funding, lack of faculty incentives, insufficient access to support resources, and absence of inclusion in tenure and promotion policies as primary barriers. Targeted recommendations were generated to accelerate OER adoption through policy levers focused on equity and justice, including reforms in tenure requirements, system-wide access initiatives, OER grants for minority-serving institutions, and regional partnerships. The study concluded that comprehensive policies addressing these areas are needed to realize the benefits of OERs in expanding educational access, affordability, representation, and empowerment.

Significance
The significance of this critical policy analysis lies in applying critical perspectives to advocate for transformative paradigms that leverage OERs to promote social justice in public higher education. As broad-access teaching and research institutions serving diverse student populations, SACSCOC public colleges and universities have much to gain from OER adoption.

Authors

• Elizabeth Robertson Hornsby, Southern University at New Orleans

• Jerry L. Parker, J.Louis Consulting