Open Education is considered a viable option to help address the many challenges that African Higher Education Institutions (HEIs) are facing. The current local educational landscape (student protest movements and demand for equitable access to free, quality education for all) makes open education and the provision of quality OER particularly critical. Not only is it an opportune time for African HEIs to promote, use and repurpose OER, but perhaps even more critical is the rethinking of what OER can offer by way of inclusive, socially just pedagogies. The goal of this paper is to explore the pedagogical considerations embedded in OER repurposing and creation that is contextually relevant for the South and identify and suggest a strategy to guide thinking around how to achieve that. The intended outcomes are: 1) a strategy for Partner Institutions of the OER Africa project to think about what it is that the project can do to promote pedagogical improvement and 2) forming guidelines for assisting Institutional Champions to find, repurpose existing OER resources and/or create new ones. In identifying and suggesting strategies and guidelines, the author examines current OER Africa initiatives using a social justice lens and further suggest a research-informed approach as opposed to a best practice approach. Further, fostering a culture of sharing could advance sustainable and practical approaches and pedagogies for OER use and development. Saide promotes the idea that HEIs could play a significant role in fostering openness, inclusivity, collaborative sharing and advancing social equality and educational quality (sustainable development goal 4 – SDG4: Ensure inclusive and quality education for all and promote lifelong learning).