While the Open Access movement is an explicit response to the increasingly redundant barriers that copyright protection puts to knowledge in the digital age, the political issue that it surfaces is an entrenched mechanism of enclosure.

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I was surprised when many of [my students] asked me the first week where they could buy the book I assigned. I don’t think textbooks are a good investment—at least not in my field, philosophy—and I didn’t intend for them to buy the book.

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I was able to “reuse” [my colleague's] syllabus, then “revise” it to add and/or delete components, and finally “remix” it by adding my own interpretation of items or other forms of OER.

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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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