OER Knowledge CloudJournal ArticleTrotman, GraceThis article examines Open Pedagogy (OP) as a catalytic framework for reimagining criminal justice education through an equity lens. Drawing from critical pedagogy, constructivism, and social justice theories, the article demonstrates how OP transcends traditional pedagogical approaches by democratizing knowledge creation, amplifying marginalized voices, and cultivating skills essential for just practices in law enforcement and related fields. The analysis reveals OP’s unique capacity to dismantle financial barriers through Open Educational Resources (OER) while simultaneously fostering collaborative learning environments. The article presents actionable strategies for implementation at community colleges, where diverse student populations stand to benefit the most. Repositioning students as co-creators of knowledge, OP offers a compelling model for reimagining instruction and preparing graduates to transform their learning toward more equitable outcomes. In doing so, OP emerges as a powerful vehicle for developing criminal justice professionals equipped to navigate complex sociocultural realities and contribute meaningfully to more equitable justice systems.20262026/07/01EnglishJournal of Criminal Justice Education1-26United States10.1080/10511253.2026.2690435https://www.tandfonline.com/doi/full/10.1080/10511253.2026.26904351051-1253yesjusticeopen pedagogyequitycriminal justice educationcommunity collegeshttps://www.tandfonline.com/doi/full/10.1080/10511253.2026.2690435New York, United States, North America