ABSTRACT
In this chapter, I draw upon my experiences as an academic working in a higher education institution to argue that ideas of what is widely accepted as ‘the academic’ are linked to a specific form of knowledge. Based upon Western frameworks, this form of knowledge tends to be privileged at the expense of the legitimacy of other knowledges and marginalise other knowers. I argue that this marginalisation amounts to a form of knowledge injustice or ‘epistemic injustice’ and that an important role of the academic is to engage with a diversity of knowledges in a world of plurality. Drawing on the first week of an international project between partners from global North and global South, I describe and explain how we worked towards epistemic justice in practical and theoretical ways.
