Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.
@clhendricksbc (above) is right that this is a key point. It brings out the Foucault in me, the way that discourse is a social process lodged in relationships of power. Maybe some of open's effect is to re/unbalance existing power relationships in the consumption and creation of knowledge.
We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.
I might reverse the priority of these: for me, OEP is first a worthy learning practice, and second a practice that can question and evolve ideology. Does the latter grow out of the former?
“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.
defining open pedagogy
Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions
This is a best practice: before we define terms, let's clarify goals.