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MOOC discourses originating from the Global North can appear potentially colonizing to educators in the Global South. Even though the initial hype around MOOCs has died down, there is still an overall belief in the liberating potential of open education which ignores the shortcomings of the practice on the ground. In this chapter, Bali and Aboulmagd contextualize open education from an Egyptian perspective and refer to different open educational practices they have been involved in, including the creation of Arabic content based on Western models (e.g., Edraak MOOCs, Wikipedia Arabic, and Tahrir Academy). Bali and Aboulmagd also discuss the creation of local OERs using local models, the reuse of existing English-language Global North content (e.g., MITx with AUC/AUB, translating edX content in Edraak, etc.), and participation in existing connectivist MOOCs as facilitators. These authors also describe an …