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MOOCs and Their AfterlivesExperiments in Scale and Access in Higher Education$
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Elizabeth Losh

Print publication date: 2017

Print ISBN-13: 9780226469317

Published to Chicago Scholarship Online: May 2018

DOI: 10.7208/chicago/9780226469591.001.0001

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Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education

Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education

Chapter:
(p.300) 19 Putting the “C” in MOOC: Of Crises, Critique, and Criticality in Higher Education
Source:
MOOCs and Their Afterlives
Author(s):

Nishant Shah

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226469591.003.0020

One of the drivers of the widespread adoption and advocacy of MOOCs in higher education has been the narrative of the university in crisis. The narrative of a collapsing university education system draws from particular contexts in erstwhile learning centers of the world that are losing their naturalized authority in the education landscape. As mobility of migrant bodies marked by gender, sexuality, and ethnicity find visibility in the university, it gets painted as increasingly precarious. The digital turn is deployed as the answer to this perceived crisis, fuelling the creation of new infrastructure that constructs new silos and gated environments of learning that make it available only to those who can bear the affordances and costs of this infrastructure building. I propose that the crises cannot merely be dictated by those who are losing their established positions of power and control. Drawing from the emerging educational landscape in India, I argue that the real crises is about this call to reshape the university, with the MOOC as the model, which contains new forms of exclusion through reinforcing regimes and systems of intellectual property, digital access, and depoliticization of the logic and logistics of learning.

Keywords:   decolonizing crises, politics of learning, intellectual property, the digital turn, check your privilege

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