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 without recourse to a clearly defined manifesto or constitution. Kelty argues that they are operating in the public domain, and at the same time that is altering their own behaviour, so an evolving definition of what it means to be a hacker is being developed. The core values of these hackers hold them together, but they are simultaneously creating the context within which they operate. As Winn (2013) suggests, this notion can be applied to open education also, which is both ‘in and against’ a particular context. As we saw in the previous chapter on identity, open scholars can be seen as defining themselves both within their current discipline and institution, but also acting in contrast to many of those practices. This needn’t be a confrontational ‘against’, but rather one of highlighting relevant contrast. Open access publishing is not against publishing, after all, but it defines itself by highlighting crucial elements of difference. This concept of defining open practice as being simultaneously within and against current educational practice gives rise to much of the tension that has been identified in previous chapters. In the next chapter we will look at a method of framing these tensions and considering an individual or institution’s ability to deal with them.