ABSTRACT
This chapter offers a post-colonial critique of massive open online courses (MOOCs) as they have been developed and used in transnational higher education, using curriculum theory to break down how both xMOOCs and cMOOCs tend to perpetuate and privilege dominant, colonial perspectives and marginalize alternatives from the global south. The chapter describes the shortcomings of MOOCs, as they currently stand, for post-colonial people. It offers the lens of curriculum theory to help to ask questions about how curricula in MOOCs are approached, and how to move forward to create more post-colonial approaches. The chapter shared examples of open online learning events that subvert the hegemony of a MOOC and responses to a blogpost, inviting others to envision what a post-colonial MOOC might be. These are only baby steps – try to do may fail in practice, as recognize new ways in which the attempts at inclusion and plurality face new and more complex barriers in implementation.
