Open textbooks and social justice : open educational practices to address economic, cultural and political injustice at the university of Cape Town

Findings demonstrate that open textbooks have the potential to disrupt histories of exclusion by addressing issues of cost and marginalisation through the creation of affordable, contextually-relevant learning resources. This paper provides evidence from the Digital Open Textbooks for Development (DOT4D) project at the University of Cape Town (UCT) on the potential of open textbooks to address social injustice in South African higher education. Greater equity in access relates to epistemic marginalisation, embodied in the predominance of expensive textbooks authored in the Global North, often unaffordable for many students and which do not represent local realities