Open educational practices (OEP) within the academy have been described as potentially transformational forces, leading to greater democratisation of knowledge, widening access and lowering barriers to education, lowering the cost of higher education systems, improving quality, involving students as partners in learning and creation of knowledge, and contextualising teaching and learning. Yet despite these benefits and recent growth in adoption of these practices, engagement within PSE still remains relatively low and poorly understood.
Recently, voices of criticality in open education have emerged and begun to examine some of the challenges that open education both faces and poses in attempting to achieve its transformational potential. Questions of to whom open education is open, which voices are excluded and included, and the potential for neocolonial practices (intentional and unintentional) are all being explored as the global movement starts to mature and challenge its place in the higher education landscape. This session invites a critical conversation about open educational practices, how and where they should be engaged, and how educators can make informed decisions about their own engagement with openness. We will explore the inherent tensions of working openly in an historically closed system.