Abstract
This paper seeks to argue that when E-Learning is introduced within open and distance learning (ODL) contexts without adequateresearch and planning, the consequences could be dire, particularly on students' access to higher education, participation, retention, flexibility and quality offerings, which can eventually culminate into epistemological injustices. While many researchers on educational technologies have focused on technical issues and opportunities, too few have turned their attention to qualitative aspects such as those bordering on social justice and equality. This study thereforeanalysessome experiences from selected casescenarios around the world to locatecommon threads relative to curriculum injustices. This is a qualitative researchthat utilizes document analyses as its primary method for collecting and analysing data. In this regard,the research approach remains within the critical hermeneutic and interpretive research paradigms. Theoretically, this chapter adopts Rawls Justice as Fairness, Connells Curriculum Justice, and Fred Davis's Technology Acceptance Model(TAM) for their ability to illuminate issues that determine inequalities and adoption of innovations within depraved education contexts. It is envisaged that the results from these analyses will help inform policymakers and educators on how best they can design 4IR-aided education that upholds epistemological justice within socially stratified contexts such as those of Malawi, Zimbabwe, Zambia and South Africa. The findings will also make available a body of critical literature that can be utilised by different scholars interested in ODL within resource constrained contexts.