The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Equity in Inquiry: Challenging Epistemic Dominance Through Intercultural Pedagogy and Student Knowledge Production
Abstract
This chapter is a meta-research exercise that reflects on The Intercultural Individual study as a transformative space for epistemic justice in higher education. It challenges hierarchical knowledge by positioning students as co-analysts and the instructor as a reflexive participant, fostering participatory inquiry. Grounded in narrative inquiry and critical intercultural pedagogies, it highlights how student-generated knowledge disrupts academic norms. The study amplifies marginalized voices and embraces diverse ways of knowing. It reassesses theoretical and methodological dimensions and emphasizes students' role in meaning-making beyond researcher-subject dynamics.A Manifesto for Equity in Inquiry calls for decolonizing knowledge, embracing multilingualism, and recognizing alternative epistemologies. It urges dismantling epistemic hierarchies and centering student knowledge in academic inquiry. Ultimately, this chapter advocates for a fundamental shift in research validation, fostering a more just, inclusive, and reflexive academic landscape.
Related Content
|
William Chakabwata, Veronica McKay.
© 2026.
28 pages.
|
|
Orlando M. Saiz.
© 2026.
30 pages.
|
|
Pratham Prakash Parekh.
© 2026.
34 pages.
|
|
Mustafa Kayyali.
© 2026.
30 pages.
|
|
Tricia J. Stewart, Nicole DeRonck, Samantha Tisi.
© 2026.
26 pages.
|
|
Thalia Mulvihill.
© 2026.
20 pages.
|
|
Alan Swiercz, Melissa Mesek.
© 2026.
30 pages.
|
|
|