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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To accept [students' social mobility] as the limit of CUNY’s potential would be a betrayal of the movements that made it possible. Those of us who work and study here need to ask ourselves if a neoliberal conception of the university, as a place where rational individuals maximize their human capital to successfully compete in the labor market, is the most this place is capable of.

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We have a responsibility as educators to mobilize our authority in the classroom “against dominant pedagogical practices as part of the practice of freedom” and the choices we make in the creation of syllabi, the gathering of texts and materials, and the structuring and framing of assignments and course objectives, for example, enact their own politics.

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