L’éducation ouverte et libre à l’épreuve de la justice cognitive : vers une coconstruction transformative des savoirs en enseignement supérieur
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L’éducation ouverte et libre (EOL) est souvent présentée comme favorisant l’accès au savoir, la démocratisation et l’équité dans l’enseignement supérieur. Cette vision masque toutefois la persistance d’inégalités systémiques, notamment celles découlant de la logique du don ou de l’instrumentalisation néolibérale de l’ouverture. Le partage de ressources est systématiquement promu sous un angle positif avec quelques auteurs et autrices soulevant la question de la justice cognitive. Cet article s’inscrit dans cette lignée pour proposer des leviers favorisant l’émergence de pratiques de coconstruction des savoirs. En recourant à une revue de littérature narrative, la démarche s’appuie sur les apports conceptuels de la Bildung de Von Humboldt ainsi que des épistémologies du Sud. Les leviers identifiés pour une EOL fondée sur la justice cognitive nécessitent le développement de savoirs épistémiques, pédagogiques et techniques afin de rompre avec la reproduction systémique des asymétries Nord-Sud.
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