Rhetorically analyses the Cape Town Open Education Declaration which idealizes the educational process and contrasts this with the practical challenges which affect the development and use of open educational resources. Draws on classical rhetoric and hermeneutics as analytical tools of such visionary documents that contain little factual information.
Creators
Deacon, A.
Wynsculley, C.
Year
Type
Research Reports
Section
OER research in Africa
Copyright license
Creative Commons: Attribution 4.0