Educational Innovation, Open Educational Resources, and Gender in Latin American Universities

This article analyses the professional identities of nine women academics from different universities and Latin American countries in their relationship with open education (OE) production educational resources (OERs) for teaching, as a significant key to understand meaning being an academic today social economic context such one, perspectives this contributes innovation. It arises need deepen research on systemic structures empowerment open-access creation publication, where gender is critical, considering imbalances that are evident other fields technology, specifically use OERs. A qualitative methodology based grounded theory was implemented, together biographical method digital ethnography, in-depth interviews areas knowledge Venezuela, Costa Rica, Uruguay. The results offer insight into how configured relation education, resources, innovation university teaching. Participation movement provides space mobilisation, which transformative identity, emerging habitus, underpins field.