Embracing Pluriversality for Epistemic Justice in Education

Indra Mani Rai

doi:10.51474/jer/17786

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Embracing Pluriversality for Epistemic Justice in Education

Indra Mani Rai ¹ ^*

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¹ Kathmandu University School of Education, Lalitpur, Nepal^* Corresponding Author

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Journal of Education and Research, Volume 14, Issue 2, 2024, 1-8, https://doi.org/10.51474/jer/17786

Online publication date: Sep 25, 2024

Publication date: Sep 30, 2024

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Reference: Rai, Indra Mani. "Embracing Pluriversality for Epistemic Justice in Education". Journal of Education and Research 2024 14 no. 2 (2024): 1-8. https://doi.org/10.51474/jer/17786

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REFERENCES

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs.
Chilisa, B. (2012). Indigenous research methodologies. Sage.
Denzin, N. K., & Lincoln, Y. S. (1999). The Sage handbook of qualitative research (3rd ed.). Sage.
Dunne, G. (2023). Epistemic injustice in education. Educational Philosophy and Theory, 55(3), 285-289. https://doi.org/10.1080/00131857.2022.2139238
Dunne, G. (2020). Epistemic injustice. In M. A. Peters (ed.), Encyclopedia of educational philosophy and theory (pp.1-7). Springer Nature. https://doi.org/10.1007/978-981-287-532-7_697-1
Escobar, A. (2004). Beyond the third world: Imperial globality, global coloniality and antiglobalisation social movements. Third World Quarterly, 25(1), 207-230. https://doi.org/10.1080/0143659042000185417
Harari, Y. N. (2014). Sapiens: A brief history of humankind. Random House.
Le Grange, L. (2016). Decolonizing the university curriculum. South African Journal of Higher Education, 30(2), 1-12. http://dx.doi.org/10.20853/30-2-709
Kincheloe, J. L. (2001). Describing the bricolage: Conceptualizing a new rigor in qualitative research. Qualitative Inquiry, 7(6), 679-692.
Kotzee, B. (2017). Education and epistemic injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 324-335). Routledge.
Luitel, B. C., & Taylor, P. C. (2019). Introduction: Research as transformative learning for sustainable future. In P. C. Taylor & B. C. Luitel (Eds.), Research as transformative learning for sustainable futures: Global voices and visions (pp. 1-16). Brill Sense.
Neeganagwedgin, E. (2019). Indigenous systems of knowledge and transformative learning practices: Turning the gaze upside down. Diaspora, Indigenous, and Minority Education, 14(1), 1–13.
McClain, A. L. (2024). New developments in transformative learning. New Directions for Adult and Continuing Education, 2024(184), 20-29.
Medina, J. (2017). Varieties of hermeneutical injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 41-52). Routledge.
Rai, I. M., & Gaire, R. (2021). Action initiatives in integrating Indigenous and non-Western knowledge in curricular practices of Tribhuvan university, Faculty of education: A qualitative inquiry. International Journal of Multidisciplinary Perspectives in Higher Education, 6(2), 86-104.
Rai, I. M., & Acharya, B. R. (2020). Integrating indigenous knowledge via information and communication technologies: Towards a pedagogical paradox. Innovative technologies and pedagogical shifts in Nepalese higher education, 237-252.
Regmi, K. D. (2021). Nepali lifeworld and its higher education system: A critical assessment of the dis/connection. In B. L. Hall & R. Tandon (Eds.), Socially responsible higher education (pp. 42-54). BRILL. https://doi.org/qn78
Rogers, M. (2012). Contextualizing theories and practices of bricolage research. The Qualitative Report, 17(48), 1-17. https://nsuworks.nova.edu/tqr/vol17/iss48/3/
Santos, B. d. S. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Review, 30(1), 1-66.
Santos, B. d. S. (2008). Another knowledge is possible: Beyond northern epistemologies. Verso.
Santos, B. d. S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. https://doi.org/10.4324/9781315634876
Semali, S. M., & Kincheloe, J. L. (1999). Introduction: What is indigenous knowledge and why should we study it? In In L. M. Semali & J. L. Kincheloe (Eds.), What is indigenous knowledge? Voices from the academy (pp. 3-58). Falmer Press.
Shyangtan, S., Rai, I. M., & Luitel, B. C. (2021). Decolonizing curricular practices in Kathmandu university school of education, Nepal: A qualitative inquiry. Journal of Indigenous Social Development, 10(2), 139-154.
Wanderer, J. (2017). Varieties of testiminial injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 41-52). Routledge.

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[1] Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs.

[2] Chilisa, B. (2012). Indigenous research methodologies. Sage.

[3] Denzin, N. K., & Lincoln, Y. S. (1999). The Sage handbook of qualitative research (3rd ed.). Sage.

[4] Dunne, G. (2023). Epistemic injustice in education. Educational Philosophy and Theory, 55(3), 285-289. https://doi.org/10.1080/00131857.2022.2139238

[5] Dunne, G. (2020). Epistemic injustice. In M. A. Peters (ed.), Encyclopedia of educational philosophy and theory (pp.1-7). Springer Nature. https://doi.org/10.1007/978-981-287-532-7_697-1

[6] Escobar, A. (2004). Beyond the third world: Imperial globality, global coloniality and antiglobalisation social movements. Third World Quarterly, 25(1), 207-230. https://doi.org/10.1080/0143659042000185417

[7] Harari, Y. N. (2014). Sapiens: A brief history of humankind. Random House.

[8] Le Grange, L. (2016). Decolonizing the university curriculum. South African Journal of Higher Education, 30(2), 1-12. http://dx.doi.org/10.20853/30-2-709

[9] Kincheloe, J. L. (2001). Describing the bricolage: Conceptualizing a new rigor in qualitative research. Qualitative Inquiry, 7(6), 679-692.

[10] Kotzee, B. (2017). Education and epistemic injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 324-335). Routledge.

[11] Luitel, B. C., & Taylor, P. C. (2019). Introduction: Research as transformative learning for sustainable future. In P. C. Taylor & B. C. Luitel (Eds.), Research as transformative learning for sustainable futures: Global voices and visions (pp. 1-16). Brill Sense.

[12] Neeganagwedgin, E. (2019). Indigenous systems of knowledge and transformative learning practices: Turning the gaze upside down. Diaspora, Indigenous, and Minority Education, 14(1), 1–13.

[13] McClain, A. L. (2024). New developments in transformative learning. New Directions for Adult and Continuing Education, 2024(184), 20-29.

[14] Medina, J. (2017). Varieties of hermeneutical injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 41-52). Routledge.

[15] Rai, I. M., & Gaire, R. (2021). Action initiatives in integrating Indigenous and non-Western knowledge in curricular practices of Tribhuvan university, Faculty of education: A qualitative inquiry. International Journal of Multidisciplinary Perspectives in Higher Education, 6(2), 86-104.

[16] Rai, I. M., & Acharya, B. R. (2020). Integrating indigenous knowledge via information and communication technologies: Towards a pedagogical paradox. Innovative technologies and pedagogical shifts in Nepalese higher education, 237-252.

[17] Regmi, K. D. (2021). Nepali lifeworld and its higher education system: A critical assessment of the dis/connection. In B. L. Hall & R. Tandon (Eds.), Socially responsible higher education (pp. 42-54). BRILL. https://doi.org/qn78

[18] Rogers, M. (2012). Contextualizing theories and practices of bricolage research. The Qualitative Report, 17(48), 1-17. https://nsuworks.nova.edu/tqr/vol17/iss48/3/

[19] Santos, B. d. S. (2007). Beyond abyssal thinking: From global lines to ecologies of knowledges. Review, 30(1), 1-66.

[20] Santos, B. d. S. (2008). Another knowledge is possible: Beyond northern epistemologies. Verso.

[21] Santos, B. d. S. (2014). Epistemologies of the South: Justice against epistemicide. Routledge. https://doi.org/10.4324/9781315634876

[22] Semali, S. M., & Kincheloe, J. L. (1999). Introduction: What is indigenous knowledge and why should we study it? In In L. M. Semali & J. L. Kincheloe (Eds.), What is indigenous knowledge? Voices from the academy (pp. 3-58). Falmer Press.

[23] Shyangtan, S., Rai, I. M., & Luitel, B. C. (2021). Decolonizing curricular practices in Kathmandu university school of education, Nepal: A qualitative inquiry. Journal of Indigenous Social Development, 10(2), 139-154.

[24] Wanderer, J. (2017). Varieties of testiminial injustice. In I. J. Kidd, J. Medina, & G. Pohlhaus (Eds.), The Routledge handbook of epistemic injustice (pp. 41-52). Routledge.