References
- Altbach, Philip G. 2014. “MOOCs as Neocolonialism: Who Controls Knowledge?” International Higher Education 75: 5–7. doi:10.6017/ihe.2014.75.5426.
- Arinto, Patricia B., Cheryl Hodgkinson-Williams, and Henry Trotter. 2017. “OER and OEP in the Global South: Implications and Recommendations for Social Inclusion.” In Adoption and Impact of OER in the Global South, edited by Cheryl Hodgkinson-Williams, and Patricia B. Arinto. doi:10.5281/ZENODO.1043830.
- Bhambra, Gurminda K. 2007. Rethinking Modernity: Postcolonialism and the Sociological Imagination. Palgrave MacMillan Ltd. doi:10.1057/9780230206410.
- Bingham, Charles. 2001. “What Friedrich Nietzche Cannot Stand about Education: Toward a Pedagogy of Reformulation.” Educational Theory 51 (3): 337–352. doi:10.1111/j.1741-5446.2001.00337.x.
- Bonk, Curtis J., Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. 2015. “Actions Leading to MOOCs and Open Education Around the World.” In MOOCs and Open Education Around the World, edited by Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds, xxviii–xl. New York: Routledge.
- Bourdieu, Pierre. 1977. “Outline of a Theory of Practice.” In Cambridge Studies in Social Anthropology, edited by Ernest Gellner, Jack Goody, Stephen Gudeman, Michael Herzfeld, and Jonathon Parry. Cambridge: Cambridge University Press. doi:10.1590/S0103-20702013000100001.
- Brown, M. Anne. 2012. “Entangled Worlds: Villages and Political Community in Timor-Leste.” Local-Global: Identity, Security, Community 11: 54–71. http://mams.rmit.edu.au/ey0ujdptkndf.pdf.
- Buchmann, Claudia, and Emily Hannum. 2001. “Education and Stratification in Developing Countries: A Review of Theories and Research.” Annual Review of Sociology 27: 967–973. doi:10.1016/B978-1-4557-4096-3.00038-6 doi: 10.1146/annurev.soc.27.1.77
- Bulger, Monica, Jonathan Bright, and Cristobal Cobo. 2015. “The Real Component of Virtual Learning: Motivations for Face-to-Face MOOC Meetings in Developing and Industrialised Countries.” Information, Communication and Society 18 (10): 1200–1216. doi:10.1080/1369118X.2015.1061571.
- Castillo, Nathan M., Jinsol Lee, Fatima T. Zahra, and Daniel A. Wagner. 2015. “MOOCs for Development: Trends, Challenges, and Opportunities.” Information Technologies & International Development 11 (2): 35–42.
- CAVR. 2013. Chega! The Final Report of the Timor-Leste Commission for Reception, Truth and Reconciliation. Edited by Rani Elsanti, Mirna Adzania, Ninus D. Andarnuswari, Mariana Hasbie, Ining Isaiyas, and Pat Walsh. Jakarta: PT Gramedia.
- Chakrabarty, Dipesh. 2000. Provincializing Europe: Postcolonial Thought and Historical Difference. Princeton: Princeton University Press.
- Connell, Raewyn. 2008. Southern Theory: The Global Dynamics of Knowledge in Social Science. Crows Nest: Allen & Unwin.
- Connell, Raewyn. 2014. “Using Southern Theory: Decolonizing Social Thought in Theory, Research and Application.” Planning Theory 13 (2): 210–223. doi:10.1177/1473095213499216.
- Coste, Daniel, Daniele Moore, and Genevieve Zarate. 2009. “Pluringual and Pluricultural Competence.” Strasbourg. www.coe.int/lang.
- Coyle, Do, Phillip Hood, and David Marsh. 2010. “The CLIL Tool Kit : Transforming Theory Into Practice.” CLIL: Content and Language Integrated Learning 48–73. Cambridge: Cambridge University Press.
- Daniel, John, Esteban Vázquez Cano, and Mercè Gisbert Cervera. 2015. “The Future of MOOCs: Adaptive Learning or Business Model?” RUSC. Universities and Knowledge 12 (1): 64–73. doi:10.7238/rusc.v12i1.2475.
- Deeds Ermarth, Elizabeth. 2001. “Agency in the Discursive Condition.” History and Theory 40 (4): 34–58. doi:10.1111/0018-2656.00181.
- Duesenberry, James S. 1960. “Comments on an Economic Analysis of Fertility.” In Demographic and Economic Change in Developed Countries, a Conference of the Universities, 231–234. Princeton: Princeton University Press.
- Emirbayer, Mustafa, and Ann Mische. 1998. “What is Agency?” American Journal of Sociology 103 (4): 962–1023. doi:10.1086/231294.
- Firmansyah, Manda, and Sue Timmis. 2016. “Making MOOCs Meaningful and Locally Relevant? Investigating IDCourserians—an Independent, Collaborative, Community Hub in Indonesia.” Research and Practice in Technology Enhanced Learning 11 (1): 11. doi:10.1186/s41039-016-0032-6.
- Forsey, Martin. 2007. Challenging the System? A Dramatic Tale of Neoliberal Reform in an Australian High School. United States: Information Age Publishing.
- Forsey, Martin. 2015a. “I Didn’t Work for It: The Acquisition of an Academic Habitus (Or How a Working Class Kid Got a Middle Class Job).” In Bread and Roses: Voices of Australian Academics from the Working Class, edited by D. Michell, J. Wilson, H. Brook, and V. Archer, 9–18. Rotterdam: Sense Publishers.
- Forsey, Martin. 2015b. “Learning to Stay? Mobile Modernity and the Sociology of Choice.” Mobilities 10 (5): 764–783. doi:10.1080/17450101.2014.927202.
- Foucault. 1980. “Power/Knowledge: Selected Interviews and Other Writings, 1972–1977.” In edited by Colin Gordon. New York: Pantheon Books.
- Freire, Paulo. 2000. Pedagogy of the Oppressed. 30th Anniv. New York: Continuum.
- Gallagher, Michael. 2018. “Amira: Her Systems and Mobilities Mobilities: Amira’s Complexity and Time.” In Proceedings of the 11th International Conference on Networked Learning 2018, edited by M. Bajić, N. B. Dohn, M. de Laat, P. Jandrić, and T. Ryberg, 189–196. Zagreb.
- Garrido, Maria, Lucas Koepke, Scott Andersen, Andres Felipe Mena, Mayette Macapagal, and Lorenzo Dalvit. 2016. “The Advancing MOOCs for Development Initiative an Examination of MOOC Usage for Professional Workforce Development Outcomes in Colombia, the Philippines, & South Africa.” Seattle. https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/35647/Advancing_MOOCs_for_Development_Final_Report_2016.pdf?sequence=9.
- Giddens, Anthony. 1990. “Structuration Theory and Sociological Analysis.” In Anthony Giddens: Consensus and Controversy, edited by J. Clark, C. Modgil, and S. Modgil, 297–315. London: The Falmer Press.
- Goodyear, Peter. 2015. “Teaching as Design.” HERDSA Review of Higher Education 2: 27–50.
- Government of Timor-Leste General Directorate of Statistics. 2017. “Timor-Leste Population and Housing Census 2015: Analytical Report on Education.” Dili. http://www.statistics.gov.tl/wp-content/uploads/2018/03/Education-Monograph-rev25042018website.pdf.
- Graca Feijo, Rui. 2019. “Timor-Leste in 2018: Political Instability. Economic Decline.” Asian Survey 59 (1): 215–221. doi:10.1525/as.2019.59.1.215.
- Head, Karen. 2015. “The Single Canon: MOOCs and Academic Colonization.” In MOOCs and Open Education Around the World. 1st ed., edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, and Thomas H. Reynolds, 12–20. New York: Routledge.
- Heeks, Richard. 2009. “Development Informatics Where Next for ICTs and International Development?” 42. Manchester. http://www.sed.manchester.ac.uk/idpm/research/publications/wp/di/index.htm.
- Hylén, Jan, and Tom Schuller. 2007. Giving Knowledge for Free: The Emergence of Open Education Resources. OECD Observer. OECD: Centre for Educational Research and Innovation. doi:10.1787/9789264032125-en.
- Jurado, Ramon Garrote, and Tomas Pettersson. 2011. “LiveUSB Mediated Education (LUME).” International Journal of Education and Development Using Information and Communication Technology 7 (1): 141–144.
- Kao, Grace, and Hyunjoon Park. 2016. “Introduction: Family Environments, School Resources, and Educational Outcomes.” In Family Environments, School Resources, and Educational Outcomes (Research in the Sociology of Education, Volume 19), edited by Grace Kao and Hyunjoon Park, xi–xix. Bingley: Emerald Group Publishing Limited.
- King, Monty, Bernadete Luan, and Esperança Lopes. 2018. “Experiences of Timorese Language Teachers in a Blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD).” Open Praxis 10 (3): 279. doi:10.5944/openpraxis.10.3.840.
- King, Monty, Mark Pegrum, and Martin Forsey. 2018. “MOOCs and OER in the Global South: Problems and Potential.” International Review of Research in Open and Distance Learning 19 (5): 2–20. doi:10.19173/irrodl.v19i5.3742.
- Knox, Jeremy. 2013. “Five Critiques of the Open Educational Resource Movement.” Teaching in Higher Education 18 (8): 1–12. http://resolver.shef.ac.uk/?http://www.tandfonline.com/doi/pdf/10.1080/13562517.2013.774354.
- Knox, Jeremy. 2016a. “Masters of the Universal: MOOC Education and the Globe.” In Posthumanism and the Massive Open Online Course: Contaminating the Subject of Online Education, 51–87. New York: Routledge.
- Knox, Jeremy. 2016b. “Posthumanism and the MOOC: Opening the Subject of Digital Education.” Studies in Philosophy and Education 35 (3): 305–320. doi:10.1007/s11217-016-9516-5.
- Landri, P. 2013. “Mobilising Ethnographers Investigating Technologised Learning.” Ethnography and Education 8 (2): 239–254. doi:10.1080/17457823.2013.792512.
- Lao Hamutuk. 2018. “Learning from Our Past to Craft Educational Policy.” 2018. www.laohamutuk.blogspot.co.uk/2018/04/learning-from-our-past-to-craft-good.html?m=1.
- Latchem, Colin. 2018. Open and Distance Non-Formal Education in Developing Countries. Singapore: Springer. doi:10.1007/978-981-10-6741-9.
- Laurillard, Diana, and Eileen Kennedy. 2017. “The Potential of MOOCs for Learning at Scale in the Global South.” 31. London. http://www.researchcghe.org/publications/the-potential-of-moocs-for-learning-at-scale-in-the-global-south/.
- Leach, Michael. 2016a. “The FRETILIN Literacy Manual of 1974-75: An Exploration of Early Nationalist Themes.” In Timor-Leste: The Global, the Regional and the Local. Proceedings of the Timor-Leste Studies Association Conference 2015, Volume 2, edited by Sarah Smith, Nuno Canas Mendes, Antero B. da Sila, Alarico da Costa Ximenes, Clinton Fernandes, and Michael Leach, 60–67. Hawthorn: Swinburne Press. http://www.laohamutuk.org/educ/curr/LeachFretilinLiteracyCampaign.pdf.
- Leach, Michael. 2016b. “The Political-Military Crisis: East and West.” In Nation Building and National Identity in Timor-Leste, 175–189. Abingdon: Routledge.
- Li, Nan, Himanshu Verma, Afroditi Skevi, Guillaume Zufferey, Jan Blom, and Pierre Dillenbourg. 2014. “Watching MOOCs Together: Investigating Co-Located MOOC Study Groups.” Distance Education 35 (2): 217–233. doi:10.1080/01587919.2014.917708.
- Liyanagunawardena, Tharindu Rekha, Shirley Williams, and Andrew Adams. 2013. “The Impact and Reach of MOOCs: A Developing Countries’ Perspective | ELearning.” ELearning Papers, 1–8. doi:10.1016/j.jbusres.2007.11.013.
- Maitland, Carleen, and Eric Obeysekare. 2015. “The Creation of Capital through an ICT-Based Learning Program : A Case Study of MOOC Camp.” ICTD ‘15 Proceedings of the Seventh International Conference on Information and Communication Technologies and Development. doi: 10.1145/2737856.2738024
- Marcus, George E. 2009. “Multi-Sited Ethnography: Notes and Queries.” In Multi-Sited Ethnography: Theory, Praxis and Locality in Contemporary Research, edited by Mark-Anthony Falzon, 181–196. Oxford: Routledge.
- McGreal, Rory. 2017. “Special Report on the Role of Open Educational Resources in Supporting the Sustainable Development Goal 4: Quality Education Challenges and Opportunities.” The International Review of Research in Open and Distributed Learning 18 (7): 292–305.
- Miller, Daniel. 2009. “Individuals and the Aesthetic of Order.” Anthropology and the Individual A Material Culture Perspective, 3–24. Bloomsbury Publishing. doi:10.1017/CBO9781107415324.004.
- Mtebe, Joel S., and Roope Raisamo. 2014. “Investigating Perceived Barriers to the Use of Open Educational Resources in Higher Education in Tanzania.” The International Review of Research in Open and Distance Learning 15: 43–65. http://www.irrodl.org/index.php/irrodl/article/view/1803/2882.
- Nti, Kwame. 2015. “Supporting Access to Open Online Courses for Learners of Developing Countries.” International Review of Research in Open and Distance Learning 16 (4): 156–171. doi: 10.19173/irrodl.v16i4.2328
- Ortner, Sherry B. 1989. “Gender Hegemonies.” Cultural Critique 14: 35–80. doi: 10.2307/1354292
- Ortner, Sherry B. 1996. “Making Gender: Toward a Feminist Minority, Postcolonial, Subaltern etc., Theory of Practice.” In Making Gender: The Politics and Erotics of Culture, edited by Sherry B. Ortner, 1–20. Boston: Beacon Press.
- Patru, Mariana, and Balaji Ventakatamaran. 2016. Making Sense of MOOCs: A Guide for Policy-Makers in Developing Countries. Edited by Mariana Patru and Venkatamaran Balaji. Paris: UNESCO. http://dspace.col.org/bitstream/handle/11599/2356/2016_Guide-on-MOOCs-for-Policy-Makers-in-Developing-Countries.pdf?sequence=4&isAllowed=y.
- Pegrum, Mark. forthcoming. Mobile Lenses on Learning. Singapore: Springer.
- Perryman, Leigh-Anne, and Beatriz de Los Arcos. 2016. “Women’s Empowerment Through Openness: OER, OEP and the Sustainable Development Goals.” Open Praxis 8 (2): 163–180. doi: 10.5944/openpraxis.8.2.289
- Reckwitz, Andreas. 2002. “Toward a Theory of Social Practices: A Development in Culturalist Theorizing.” European Journal of Social Theory 5 (2): 243–263. doi:10.1177/13684310222225432.
- Rhoads, Robert A., Jennifer Berdan, and Brit Toven-Lindsey. 2013. “The Open Courseware Movement in Higher Education: Unmasking Power and Raising Questions about the Movement’s Democratic Potential.” Educational Theory 63 (1): 87–110. doi:10.1111/edth.12011.
- Richter, T., and M. McPherson. 2012. “Open Educational Resources: Education for the World?” Distance Education 33 (2): 201–219. http://www.tandfonline.com/doi/abs/10.1080/01587919.2012.692068.
- Santos, Boaventura de Sousa. 2016. Epistemologies of the South: Justice Against Epistemicide. Routledge. http://proxy.library.upenn.edu:2089/ContentServer.asp?T=P&P=AN&K=34050104&S=R&D=aph&EbscoContent=dGJyMNXb4kSeqLE4y9f3OLCmr0qeprdSs6y4SbKWxWXS&ContentCustomer=dGJyMPGtr0iyqbVIuePfgeyx44Dt6fIA%5Cnhttps://proxy.library.upenn.edu/login?url=http://search.ebsco.
- Sayer, Derek. 1990. “Reinventing the Wheel: Anthony Giddens, Karl Marx and Social Change.” In Anthony Giddens: Consensus and Controversy, edited by J. Clark, C. Modgil, and S. Modgil, 235–250. London: The Falmer Press.
- Selwyn, Neil. 2013. Education in a Digital World : Global Perspectives on Technology and Education. New York: Routledge.
- Sen, Amartya. 1999. Development as Freedom. Oxford: Oxford University Press.
- Shah, Nishant. 2015. “Of Heathens, Perverts and Stalkers : The Imagined Learner in MOOCs.” In The Europa World of Learning 21–25. Abingdon: Routledge. https://www.routledge.com/reference/posts/8652?utm_source=shared_link&utm_medium=post&utm_campaign=SBU1_jlw_3rf_6sl_4eur_cmg15_wol_essays_X.
- Shah, Ritesh, and Mieke T. A. Lopes Cardozo. 2016. “Transformative Teachers or Teachers to be Transformed? The Cases of Bolivia and Timor-Leste.” Research in Comparative and International Education 11 (2): 208–221. doi:10.1177/1745499916633314.
- Tacchi, Jo, Don Slater, and Greg Hearn. 2003. “Ethnographic Action Research: A User’s Handbook Developed to Innovate and Research ICT Applications for Poverty Eradication.” http://eprints.qut.edu.au/4399/1/4399.pdf.
- Traxler, John M. 2018. “Learning with Mobiles: The Global South.” Research in Comparative and International Education, 1–24. doi:10.1177/1745499918761509.
- United Nations Committee for Development Policy. 2018. “Committee for Development Policy 20th Plenary Session: Vulnerability Profile of Timor-Leste.” https://www.un.org/development/desa/dpad/wp-content/uploads/sites/45/CDP-PL-2018-6f.pdf.