The Role of Open Access in Enhancing Equitable Curricula and Research Outputs

Abstract

When educators have difficulty accessing peer-reviewed research, it is inequitable to expect them to compete with educators who have access to a plethora of resources. Inequities have been a historically-identified educational problem; however, the forced online learning that occurred during COVID-19 restrictions amplified discrepancies experienced by tertiary educators. Scholars who were forced to work without strong information communication technologies infrastructure and who experienced limited access to online resources struggled more than those that had 24-hour uninhibited access. Education came to a near standstill for those that could not easily move their activities online. Prior to the pandemic, individuals working with curricula were already feeling handicapped by the lack of access. When physical libraries were closed, it became nearly impossible for many to move forward. This chapter explores the changing publishing paradigms, particularly the role of OA and how increasing open dissemination of scholarly outputs can reduce inequities in curricula and research activities.

Scholars Experiencing Epistemic Injustice Due to Management of Scholarly Outputs

“…Lack of access contributes to a culture of not reading widely and deeply among scholars in LMIC (Fussy, 2019) and undermines research outputs (Chattopadhyay et al, 2017; Ford & Alemneh, 2022). Green and Yu (2016) argued for the importance of epistemic cognition for educating critical thinkers.…”