Co-création étudiante de manuels ouverts : réflexions sur la dynamique du pouvoir et la construction d'un sentiment d'appartenance dans l'enseignement supérieur
DOI :
https://doi.org/10.18357/otessaj.2023.3.2.54Mots-clés :
qui appartiennent, manuels ouverts, dynamique du pouvoir, co-création étudianteRésumé
Malgré les appels à la justice sociale et à l’inclusion dans l’enseignement supérieur, les inégalités structurelles en termes d’accès à l’éducation continuent de croître, qui s’étendent à l’oppression structurelle et économique des groupes marginalisés. L'inclusion des étudiants dans la conception, la création et l'évaluation des programmes d'études est saluée dans la recherche comme étant essentielle à l'appartenance des étudiants, la production de manuels scolaires ouverts étant une manière d'explorer la co-création des étudiants. Pourtant, peu de travaux ont été réalisés pour examiner les défis impliqués lorsque les dynamiques de pouvoir traditionnelles sont perturbées dans le partenariat avec les étudiants. Mettant en lumière les efforts de collaboration que les professeurs entreprennent avec les étudiants dans la production de manuels ouverts et les défis qui y sont liés, cet article s'appuie sur les travaux de Yuval-Davis (2011) sur l'appartenance des étudiants et de Fraser (2005) sur l'(in)justice sociale, pour explorer le lien entre trois thèmes complémentaires : les manuels scolaires ouverts, les étudiants partenaires et l'appartenance étudiante à l'enseignement supérieur. Les données proviennent d'un ensemble d'entretiens menés avec trois auteurs de manuels ouverts de l'Université du Cap (UCT) sur leurs efforts visant à favoriser les pratiques de co-création avec les étudiants dans leurs salles de classe dans le cadre d'initiatives de manuels ouverts. Les résultats révèlent que la co-création par les étudiants de manuels ouverts a le potentiel de modifier, ou à tout le moins de faire basculer, l’équilibre des pouvoirs et de donner aux étudiants une certaine liberté d’action. Les universitaires qui ont entrepris la production de manuels ouverts avec des étudiants co-créateurs ont respecté l’expertise des étudiants et, en retour, les étudiants ont ressenti un sentiment de valeur dans leur département, ce qui a favorisé un sentiment d’appartenance.
Nous soulignons à quel point la réalité de la co-création étudiante est complexe, car les universitaires ont l'intention de modifier la dynamique de pouvoir traditionnelle entre professeur et étudiant ; cependant, les exemples présentés ici montrent que ce type de transformation est graduel et continu et souvent difficile à mettre en œuvre lorsque la culture institutionnelle reste hiérarchique.
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