When faculty commit to open teaching practices and using open resources, they are instrumental to increasing student access to knowledge and economic equity. While embracing openness can be transformative to teaching, the process is not immune to systemic issues of organizational (in)equity. CUNY has a strong record of OER work, often positioned as advancing diversity, equity, and inclusion (DEI) in the academy. In this presentation, a pair of OER practitioners / library faculty will explore how they address labor stratification and grapple with inequitable professional designations in designing faculty development programs. Utilizing an ethic of care in teaching as a loose framework, presenters will share encounters with structural impasses, how power dynamics and teacher identity figure into their work, and actions they have taken to challenge organizational inequity. Questions to be explored include how to offer professional development opportunities that don’t exclude faculty in stratified labor designations (adjunct, tenure-track, etc.).