A Discourse Rethinking of Epistemic Inclusion in Classrooms of Higher Education

• In Event: AERA Roundtable Session Sunday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Abolition and Antiracism in Communities and Schools (Table 4)

Abstract

We aim to reimagine epistemic inclusion in university classrooms with Lugones’ (1987) world traveling and Pedwell’s (2016) decolonized empathy. We conclude that proper epistemic inclusion should be about creating transformative spaces for critical reflexivity in our epistemic roles of participation, as well as seeking true solidarity for ethical accountability and reciprocity among all cultures and bodies (Grande, 2018; Lugones, 2003; Polhaus, 2020; Ramos & Roverts, 2021; etc.). We start with an intersectional review of "inclusion,” combining inclusivity and epistemic justice. Next, we delve into our personal narratives, emphasizing strategies for establishing epistemically inclusive and just spaces while elaborating on the theoretical perspectives of the two scholars. This paper may assist future pedagogy studies by defining nuanced and decolonized sentiments. 

Authors

• Christopher J. Johnstone, University of Minnesota

• Yilin Wei, University of Minnesota