Abstract
ABSTRACTOpen Educational Resources (OERs) have become a global educational phenomenon because of claims that they are a panacea for issues of access and quality. However, little consideration has been given to the social significance of this digital platform, particularly for teachers and students in low-income countries. This article draws on Bernstein’s (2000) notion of recontextualisation to investigate the influence of structuring conditions on pedagogy within OERs. The findings of this research demonstrate how wider economic agendas have influenced the recontextualisation of pedagogy within OERs to de-centre learning from the pedagogic relationship.
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