Table of Contents

• Introduction
• Section I. Theory and Problematizing
  Chapter 1. The Unrealized Promise of OER: An Exploration of Copyright, the Open Movement, and Social Justice
  Shanna Hollich
• Chapter 2. Repairing the Curriculum: Using OER to Fill Gaps
  Kevin Adams and Samantha Dannick
• Chapter 3. On Being Visible: The Hidden Curriculum of Heteronormativity and Open Educational Resources
  Thomas Weeks
• Section II. Open Praxis
  Chapter 4. Centering Justice in Content Development: A Case Study of the Police Brutality Teach-Out
  Julia Maxwell, Katya Gorecki, Ryan Henyard, and Benjamin Morse
• Chapter 5. Pay It Forward: Realizing The Promise of OER for the Next Generation of Learners
  Kimberly S. Grotewold, Karen L. Kohler, and Elisabeth M. Krimbill
• Chapter 6. Reframing Social Work Education Using OER
  Jennifer Wood and Mary Jo Orzech
• Chapter 7. Deconstructing Textbooks for Equity: Open Educational Resources and Culturally Responsive Pedagogy
  Elissah Becknell and Rebecca March
• Section III. Decolonizing Learning in the Global South
  Chapter 8. Open Textbooks, Intuitive Pedagogy, and Social Justice
  Glenda Cox, Bianca Masuku, and Michelle Willmers
• Chapter 9. Opportunities and Challenges in the Development and Usage of Open Textbooks in Institutions of Higher Learning to Promote Social Justice
  Josiline Phiri Chigwada
• Chapter 10. Where Are We on the Map? The State of Open Educational Resources (OER) in Africa
  Alkasim Hamisu Abdu
• Section IV. Scaling Up with Institutional Policies (Approaches)
  Chapter 11. Reflecting on the Institutional Organization of Academic “Knowledge” as a Barrier to OER Construction and Adoption in Higher Education Curricula
  Emily M. Doyle, Kristin Petrovic, Tanya Mudry, and Murray Anderson
• Chapter 12. Beyond Affordability: Developing Policy to Encourage Faculty to Explore OER as a Means to Create More Diverse, Inclusive, and Socially Conscious Course Materials
  Dawn (Nikki) Cannon-Rech
• Chapter 13. OER, Social Justice, and Online Professional Development to Enhance Equity, Diversity, and Inclusion at a University
  Samantha Harlow and Melody Rood  229
• Section V. Building and Decolonizing OER Platforms
  Chapter 14. Decolonizing Wikipedia
  Ian Ramjohn
• Chapter 15. Using Open Educational Resources (OER) to Bring Marginalized Voices into the Music Theory Curriculum
  Barbara Murphy and Claire Terrell
• Chapter 16. An Institute-Based Approach to OER in Digital Caribbean Studies
  Perry Collins, HÉlÈne Huet, Laurie Taylor, Brittany Mistretta, Hannah Toombs, Anita Baksh, Nathan H. Dize, Juliet Glenn-Callender, Ronald Angelo Johnson, Aaron Kamugisha, K. Adele Okoli, LaËtitia Saint-Loubert, and Keja Valen
• About the Authors

About the Author

CJ Ivory is an associate professor and librarian at the University of West Georgia where she teaches information literacy and research with a focus on social justice. She is also an advocate for open education on her campus and works with faculty across disciplines to support the implementation of open textbook alternatives. She holds a bachelor's degree in economics from the University of Central Florida and MLIS from Florida State University. Her research interests include information literacy instruction, social justice education, and open pedagogy.

Angela Pashia has over a decade of experience as an academic librarian focusing on teaching critical information literacy, mentoring colleagues, working against structural oppression within libraries, and growing as a collaborative leader. Angela's first co-edited book (with Jessica Critten), Critical Approaches to Credit-Bearing Information Literacy Courses, was selected as an ACRL Instruction Section, Teaching Methods Committee Selected Resource in 2020. Angela currently works as professor and head of the learning and research support department at Ingram Library, University of West Georgia, and is beginning to explore opportunities to support other scholars as a book and career coach.