
Dr Taskeen Adam is Co-Director at Open Development & Education – a multicultural team dedicated to open education developments around the world. Taskeen’s research highlights that historical injustices, cultural imposition, and economic dependence continue to play a pivotal role in education and she seeks to address cultural-epistemic injustices exacerbated through educational technologies.

Interview: https://episodes.castos.com/onlinelearninglegends/1762050/c1e-owpjuvjpg3b708dx-mq8z0353bngv-mgmj7q.mp3 | recorded April 2024
Taskeen’s online profile: https://opendeved.net/team/taskeen-adam/
Nominated works (free to access):
- Adam, T. (2019). Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures. Learning, Media and Technology, 44(3), 365–380. https://doi.org/10.1080/17439884.2019.1640740 Available at https://docs.opendeved.net/lib/GICLIPT3
- Adam, T. (2020). Open educational practices of MOOC designers: embodiment and epistemic location. Distance Education, 41(2), 171–185. https://doi.org/10.1080/01587919.2020.1757405 Available at https://docs.opendeved.net/lib/32FCTZAV
- Adam, T. (2020). Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article]. Journal of Interactive Media in Education, 2020(1), 7.https://doi.org/10.5334/jime.557
- Adam, T (2022). Tackling coloniality in EdTech: Addressing digital neo-colonialism in MOOCs. Oxford Seminar Series on Frontiers in EdTech. Department of Education. University of Oxford. Presentation available at:www.youtube.com/watch?v=aVW0W3y6dG8&t=1551s&ab_channel=DepartmentofEducation%2CUniversityofOxford
- Adam, T (2022). Approaches to Designing Justice Oriented MOOCs. Centre for Innovation in Learning and Teaching, University of Cape Town. Presentation available at https://www.youtube.com/watch?v=cdNqEV20EVU&t=650s&ab_channel=UCTCILT
Nominated works (may require purchase):
- Adam, T. (2022). Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa. International Journal of Mobile and Blended Learning (IJMBL), 14(3), 1–19. https://doi.org/10.4018/IJMBL.310940
- Adam, T. (2023). Critical Perspectives on Open Education and Massive Open Online Courses (MOOCs). The Sage Handbook of Online Higher Education. Edited by Wa-Mbaleka, S., Thompson, K. and Casimiro, L. Available at https://us.sagepub.com/en-us/nam/the-sage-handbook-of-online-higher-education/book281802#contents
- Castillo, N., Adam, T., & Haßler, B. (2022). Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts. In Learning, Marginalization, and Improving the Quality of Education in Low-income Countries. Open Book Publishers.https://doi.org/10.11647/OBP.0256.
- Adam, T., El-Serafy, Y., Podea, M., Haßler, B., & Open Development & Education. (2021). The use of “building blocks” to develop digital platforms for education in sub-Saharan Africa. EdTech Hub. https://doi.org/10.53832/edtechhub.0049
- Lambert, S., Funk, J., & Adam, Taskeen. (2022). What Can Decolonisation of Curriculum Tell Us About Inclusive Assessment? Routledge. Retrieved December 11, 2022, Available at https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003293101-7/decolonisation-curriculum-tell-us-inclusive-assessment-sarah-lambert-johanna-funk-taskeen-adam
Taskeen’s Twitter/X: https://twitter.com/taskeenadamlin
Taskeen’s LinkedIn profile: https://www.linkedin.com/in/dr-taskeen-adam-2027a150/