Universities and Epistemic Justice in a Plural World

Margaret Meredith has 20 years of experience as a senior lecturer in education departments in higher education in the UK and currently works at York St John University. Her current responsibilities include teaching and leadership on doctorate and master’s degree programmes. Prior to that she worked in the third/social sector as a youth worker, and for eight years was a primary school teacher in the UK and abroad.She has co-written and co-coordinated a three-year international and multi-disciplinary Erasmus Mundus project which involved working with academics and practitioners to develop a handbook about the epistemologies, values and practices in the social economy. Her PhD drew on the experiences of co-ordinating the project using action research methodology to develop her own understanding and practices of participation and inclusion in the domain of knowledge in higher education.

• Acknowledgements.- Chapter 1. Introduction (Margaret Meredith).- Part I: Knowledge and Justice in Higher Education.- Chapter 2. Who and What are Universities for? (Margaret Meredith).- Chapter 3. Approaches to Epistemic Justice (Margaret Meredith).- Chapter 4. Knowledge in the University (Margaret Meredith).- Part II: Epistemic Justice in Curriculum, Pedagogy and Assessment.- Introduction to Part II.- Chapter 5. Art, Prejudice and Privilege: Disciplinary Elitism, Students from Working-Class Communities and Epistemic Justice (Vanessa Corby).- Chapter 6. Rural Students and Science: Curricular Justice, Epistemic Justice and Epistemic Freedom Nkosinathi (Emmanuel Madondo).- Chapter 7. Epistemic Justice in Classroom Dialogues: Coming to Know the ‘Other’ with Non-Western Epistemological Lenses (Noriyuki Inoue).- Chapter 8. Beyond Epistemic Boundaries: International Students and Educational Leadership in its Cultural Complexity (Bev Rogers).- Chapter 9. Epistemic Justice and Authentic Assessment (Jan McArthur).- Part III: Research and Epistemic Justice.- Introduction to Part III.- Chapter 10. Wâhkôhtowin (a Kinship) of the Indigenous Episteme, Circlework and Epistemic Justice in Indigenous Research (Margaret Kovach and Laurel Forshaw).- Chapter 11. Hermeneutical Justice in an International Erasmus Mundus Research Project (Catalina Quiroz-Niño, Margaret Meredith and Ana María Villafuerte Pezo).- Chapter 12. Weaving Words: Dialogue between the Academy and the Community (Donatila Ferrada and Miguel Del Pino).- Chapter 13. Conclusion Knowing Better: The Challenge for Universities (Margaret Meredith).- Index.