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By now, concerns about how equity and inequality are playing out in the 'pivot' to remote teaching and learning are common in the press and most mainstream political and policy discourses. But early on, questions about the risks to equity and the related responses to such risks within institutions of higher education were being raised. Of these, which concerns for the future post-pandemic persist? As teaching and learning professionals and academics from 15 diverse universities in South Africa, we deliberated through collective reflection what we were experiencing, observing, designing and trying to mitigate in Emergency Remote Teaching and Learning (ERTL). Collecting our reflections and raising critical concerns, we collated these in May 2020 during the first semester of the academic year in South Africa, as the country entered a sudden State of Disaster with severe lockdown restrictions. Nine themes emerged from our reflective narratives that provide insight, from the diverse and unequal positions we found ourselves in, into the current status of responses to Covid-19 with regard to teaching and learning through an equity lens.

A level playing field is key for global participation in science and scholarship, particularly with regard to how scientific publications are financed and subsequently accessed. However, there are potential pitfalls of the so-called "Gold" open-access (OA) route, in which author-paid publication charges cover the costs of production and publication. Gold OA plans in which author charges are required may not solve the access problem, but rather may shift the access barrier from reader to writer. Under such plans, everyone may be free to read papers, but it may still be prohibitively expensive to publish them. In a scholarly community that is increasingly global, spread over more and more regions and countries of the world, these publication access barriers may be quite significant. In the present paper, a global suite of colleagues in academe joins this debate. The group of colleagues, a network of researchers active in scholarly publishing, spans four continents and multiple disciplines in the natural sciences, humanities, and social sciences, as well as diverse political and economic situations. We believe that this global sampling of researchers can provide the nuance and perspective necessary to grasp this complex problem. The group was assembled without an attempt to achieve global coverage through random sampling. This contribution differs from other approaches to the open-access problem in several fundamental ways. (A) It is scholar-driven, and thus can represent the 'other side of the coin' of scholarly communication. (B) It focuses on narrative report, where scholars were free to orient their responses as they saw fit, rather than being confined to binary or scalar choices. Finally, and perhaps most importantly, (C) it distinguishes among institutions and countries and situations, highlighting inequalities of access among wealthy and economically-challenged nations, and also within countries depending on the size and location of particular institutions.

A level playing field is key for global participation in science and scholarship, particularly with regard to how scientific publications are financed and subsequently accessed. However, there are potential pitfalls of the so-called "Gold" open-access (OA) route, in which author-paid publication charges cover the costs of production and publication. Gold OA plans in which author charges are required may not solve the access problem, but rather may shift the access barrier from reader to writer. Under such plans, everyone may be free to read papers, but it may still be prohibitively expensive to publish them. In a scholarly community that is increasingly global, spread over more and more regions and countries of the world, these publication access barriers may be quite significant. In the present paper, a global suite of colleagues in academe joins this debate. The group of colleagues, a network of researchers active in scholarly publishing, spans four continents and multiple disciplines in the natural sciences, humanities, and social sciences, as well as diverse political and economic situations. We believe that this global sampling of researchers can provide the nuance and perspective necessary to grasp this complex problem. The group was assembled without an attempt to achieve global coverage through random sampling. This contribution differs from other approaches to the open-access problem in several fundamental ways. (A) It is scholar-driven, and thus can represent the 'other side of the coin' of scholarly communication. (B) It focuses on narrative report, where scholars were free to orient their responses as they saw fit, rather than being confined to binary or scalar choices. Finally, and perhaps most importantly, (C) it distinguishes among institutions and countries and situations, highlighting inequalities of access among wealthy and economically-challenged nations, and also within countries depending on the size and location of particular institutions.

Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'. It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment. In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades. Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community's theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development. The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors. Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building. ; lict