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The idea of openness in education has sparked a growing body of discussions, research, and policies. Rooted in critical pedagogy, the topic revolves around promises and challenges related to access, equity, social justice, and removing barriers, to name a few (Zawacki-Richter, O. et al., 2020). The commitment of professional educators and activists to these goals reflects a transformative movement against restrictive (nay, closed) educational paradigms. Yet, as we keep promoting all these efforts, a necessary self-reflective question arises: is open education perpetuating colonial frameworks, or is it a decolonial movement that genuinely empowers all learning community members? This column, rather than providing a definite answer, is a critical invitation to bridge the open education movement with decolonial theory and practice. 

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