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Using Open Educational Resources to Promote Social Justice explores the opportunities and challenges of moving the discussion about open educational resources (OER) beyond affordability to address structural inequities found throughout academia and scholarly publishing. OER have the potential to celebrate research done by marginalized populations in the context of their own communities, to amplify the voices of those who have the knowledge but have been excluded from formal prestige networks, and to engage students as co-creators of learning content that is relevant and respectful of their cultural contexts. Edited by academic librarians with experience advocating across campus, Using Open Educational Resources to Promote Social Justice takes a multidisciplinary approach and is filled with examples of the ways OER and open pedagogy can be used to support social justice in education. In five sections, it covers a wide range of topics from theoretical critiques to multidisciplinary examples of OER development in practice to examinations of institutional support for OER development. Section I: Theory and Problematizing Section II: Open Praxis Section III: Decolonizing Learning in the Global South Section IV: Scaling Up with Institutional Policies (Approaches) Section V: Building and Decolonizing OER Platforms Using Open Educational Resources to Promote Social Justice offers something for everyone who advocates for open pedagogy and OER across campus, from librarians to teaching faculty to centers for teaching and learning. It demonstrates ways that open pedagogy—and especially practices that encourage students to participate in building or localizing OER—can provide a way to incorporate a wider range of perspectives into original research projects and add these crucial perspectives into the scholarly discourse. This book is also available as an open access edition at (https://bit.ly/ACRLOERSJ) https://bit.ly/ACRLOERSJ. "Using Open Educational Resources to Promote Social Justice explores the opportunities and challenges of moving the discussion about open educational resources (OER) beyond affordability to address structural inequities found throughout academia and scholarly publishing. OER have the potential to celebrate research done by marginalized populations in the context of their own communities, to amplify the voices of those who have the knowledge but have been excluded from formal prestige networks, and to engage students as co-creators of learning content that is relevant and respectful of their cultural contexts. Edited by academic librarians with experience advocating across campus, Using Open Educational Resources to Promote Social Justice takes a multidisciplinary approach and is filled with examples of the ways OER and open pedagogy can be used to support social justice in education. In five sections, it covers a wide range of topics from theoretical critiques to multidisciplinary examples of OER development in practice to examinations of institutional support for OER development. Using Open Educational Resources to Promote Social Justice offers something for everyone who advocates for open pedagogy and OER across campus, from librarians to teaching faculty to centers for teaching and learning. It demonstrates ways that open pedagogy--and especially practices that encourage students to participate in building or localizing OER--can provide a way to incorporate a wider range of perspectives into original research projects and add these crucial perspectives into the scholarly discourse"--Provided by publisher Table of Contents 4 Introduction 6 Section I. Theory and Problematizing 16 CH1. The Unrealized Promise of OER: 18 CH2. Repairing the Curriculum: 38 CH3. On Being Visible: 56 Section II. Open Praxis 70 CH4. Centering Justice in Content Development: 72 CH5. Pay It Forward: 94 CH6. Reframing Social Work Education Using OER 124 CH7. Deconstructing Textbooks for Equity: 140 Section III. Decolonizing Learning in the Global South 154 CH8. Open Textbooks, Intuitive Pedagogy, and Social Justice 156 CH9. Opportunities and Challenges in the Development and Usage of Open Textbooks 184 CH10. Where Are We on the Map? 198 Section IV. Scaling Up with Institutional Policies 214 CH11. Reflecting on the Institutional Organization of Academic “Knowledge” 216 CH12. Beyond Affordability: 232 CH13. OER, Social Justice, and Online Professional Development 244 Section V. Building and Decolonizing OER Platforms 262 CH14. Decolonizing Wikipedia 264 CH15. Bringing Marginalized Voices into the Music Theory Curriculum 278 CH16. An Institute-Based Approach to OER in Digital Caribbean Studies 300 About the Authors 316