Editing Open educational resources (section)

===External discourse===
The OER movement has been accused of insularity and failure to connect globally: "OERs will not be able to help countries reach their educational goals unless awareness of their power and potential can rapidly be expanded beyond the communities of interest that they have already attracted."<ref>{{Cite news| title = UNESCO and COL promote wider use of OERs| work = International Council for Open and Distance Education| access-date = 2011-01-01| date = 2010-06-24| url = http://www.icde.org/UNESCO+and+COL+promote+wider+use+of+OERs.b7C_wlrQXZ.ips| archive-url = https://web.archive.org/web/20101212215005/http://www.icde.org/UNESCO+and+COL+promote+wider+use+of+OERs.b7C_wlrQXZ.ips| url-status = dead| archive-date = 2010-12-12}}</ref>

More fundamentally, doubts were cast on the [[Altruism|altruistic]] motives typically claimed by OERs. The project itself was accused of [[imperialism]] because the economic, political, and cultural preferences of highly developed countries determine the creation and dissemination of knowledge that can be used by less-developed countries and may be a self-serving imposition.<ref>{{Cite thesis |degree=Masters |publisher=University of Amsterdam |last=Mulder |first=Jorrit |title=Knowledge Dissemination in Sub-Saharan Africa: What Role for Open Educational Resources (OER)? |year=2008 |pages=58–67 |access-date=2011-01-01 |url=http://www.gg.rhul.ac.uk/ict4d/workingpapers/mulderOER.pdf |archive-url=https://web.archive.org/web/20150924022024/http://www.gg.rhul.ac.uk/ict4d/workingpapers/mulderOER.pdf |archive-date=2015-09-24 |url-status=dead }}</ref>

To counter the general dominance of OER from the developed countries, the Research on Open Educational Resources for Development (ROER4D) research project, aims to study how OER can be produced in the global south (developing countries) which can meet the local needs of the institutions and people.<ref>{{Cite web |title=ROER4D Overview |url=https://www.roer4d.org/ |access-date=2025-04-19 |website=ROER4D |language=en-US}}</ref> It seeks to understand in what ways, and under what circumstances can the adoption of OER address the increasing demand for accessible, relevant, high-quality and affordable post-secondary education in the Global South.

One of the sub-projects of Research on OER for development project aimed to work with teachers from government schools in Karnataka, to collaboratively create OER, including in the Kannada language spoken in the state.<ref>{{cite web|title=OER: Articles, Books, Presentations and Seminars|url=http://africanminds.co.za/adoption-and-impact-of-oer-in-the-global-south/|work=ROER4D|publisher=African Minds|access-date=27 September 2020}}</ref> The aim was to create a model where teachers in public education systems (who number hundreds of thousands in most countries) can collaborate to create and publish OER.