Crucial in this conversation is accessibility, not only in terms of access to scholarly materials, resources, readings, and other materials, but in the material conditions of accessibility. Many students (myself included) cannot pay the steep price of textbooks.

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I was able to teach Portuguese by using exclusively free materials and resources. And I could build the course up according to my academic, ethical and political commitments. I could incorporate the tales, movies and social discussions that may help students to better understand some cultural aspects deeply embedded in Brazilian culture and in Portuguese language.

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When we teach at CUNY, we step into the legacy of incredible activists who sought to reimagine openness in the university long before OER was in the news.

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Developing an OER syllabus was not only an opportunity to relieve my students of financial burden, but it was also an opportunity to acquaint them with a greater conversation around access.

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I’ve begun to focus on facilitating a conversation (or even a single clear document) about what types of information can be found in which types of databases, pointing to those that are open resources, opening the door to the kind of creative and dynamic analyses at the heart of critical pedagogy.

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I believe that my teaching style and syllabus should reflect the social-justice orientation of the City University of New York and the John Jay College of Criminal Justice. 

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