Wanting more from OER: Enacting a queer of color commitment to open

In this chapter, the author uses a queer of color optic, with its Black feminist emphasis on embodied and situated knowledge, to think through her past experiences as a White queer student and teacher and, further, to consider the limits and possibilities of open pedagogy and open knowledge in her current role as an adjunct instructor in the City University of New York (CUNY). While open educational resources have become increasingly popular means for saving students money amidst skyrocketing textbook prices, this chapter considers how, without specific attention to justice, open educational resources and practices may not attend sufficiently to issues of power in the university. Ultimately, the author provides an alternate genealogy for open, one rooted in the queer of color histories that enliven her public urban university’s past and animate its future potentialities.