Collaborating in a national certificate program in open pedagogy (OP) confirmed our belief in the value of open practices to address social justice while also highlighting the challenges of ensuring that content creation and consumption truly addresses the needs of underrepresented groups. Intentionally done, open practices can serve what Lambert (2018) identifies as redistributive, recognitive, and representational justice. Unintentionally done, open practices can harm participants, burdening them with work or with the responsibility for surfacing the concerns of marginalized groups. As part of this program, we developed a research assignment for students that helped them develop a sense of authority and the ability to create and share knowledge. Our development process, however, revealed that separating the implications of AI from OP was increasingly impossible. With that in mind, we consider the various impacts of AI (ethical, environmental, financial) and how they can be reconciled with the tenets of social-justice-oriented OP.