Inclusive Local Histories as an Open Pedagogy Practice

Introduction The systemic absence of women and people of color in commercially-produced texts is well documented. Statement of the Problem Open Educational Resources (OERs) are frequently touted for filling representation gaps and promoting social justice. Yet, OERs are not inherently more inclusive. Literature Review Emerging work on open pedagogy practices indicates potential to support recognitive justice by positioning students as knowledge creators rather than passive consumers. We argue that inclusive local histories, in which faculty and students co-create narratives and materials focusing on their home institution's historical context, can be used as a form of open pedagogy and support curricular diversification efforts. Teaching Implications We outline practical strategies, guiding questions, and ethical considerations for implementing open pedagogy through inclusive local histories in psychology courses. These approaches deepen students’ understanding of systemic barriers in psychology's past, and produce non-disposable educational resources benefitting future learners. Conclusion Open pedagogy offers a student-centered means of enriching course materials and promoting equity within psychology education.