Borrowing textbooks from the library, photocopying, or finding a free PDF version have always been the best options to enable me to continue my education while living a financially sound life. As I became an adjunct lecturer of Physics and Mathematics at CUNY, I saw students in a similar situation in every course.

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OA and OER are a good that's not good enough; but we can use them as tools to foreground again and again the vital fact that we are forming all kinds of new relationships right here in the present. “Open” access or OER isn’t one thing, it's one tactic among many we can use to alter our relationship to time, to space, to each other.

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As a disabled scholar and professor, I frequently use scrappy and subversive tactics to survive within the educational industrial complex. I incorporate these tactics into my classes as a way to support my students. One method of academic survival has been to find ways to freely access resources and share that information with my working class students.

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At what point do I, or my fellow contingent faculty, set up the possibility of being replaced in assembling an OER course? And, as underpaid university labor, where do you draw the line between increasing your workload and the needs of your students?

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The kind of knowledge production and circulation that I have been trying to articulate is one based on values such as hacking, collegiality, experimentation, and, of course, openness.

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