The Meaningful Inquiry team at Ohio State is excited to share an upcoming virtual workshop. All are welcome and there is no cost to attend! Please feel free to share with instructors or instructional support colleagues at your institutions. Additional upcoming workshops can be found at this site.
Reconstructing the Academy: Transforming Our Teaching and Research Practices through Epistemic Justice
November 7, 2024, 12:00-1:00 pm (Eastern)
To register: https://go.osu.edu/miepistemicjustice
As academics, we prioritize certain types of knowledge and ways of knowing, often without even realizing it. This workshop invites faculty and librarians to explore the concept of epistemic justice, a practice that demands equal respect for diverse knowledge systems, decentering Euro-westernized academic research. While many diversity and inclusion initiatives focus on representation, epistemic justice goes deeper, asking us to rethink who we consider knowledgeable and why. Together, we will explore pragmatic tools for embedding an epistemic justice lens into undergraduate and graduate curricula, and how we might redefine approaches to knowledge creation.
Heather Campbell (she/her) is an uninvited white settler of Scottish and Irish descent who lives and works on Treaty 6 territory, traditional lands of the Anishinaabek, Haudenosaunee, Lūnapéewak nations. As Curriculum Librarian for Western University (Canada), she supports the university's strategic curricular initiatives as both a member of Western Libraries and the Centre for Teaching and Learning. Heather's scholarship looks at teacher identity, curriculum decolonization, and epistemic justice.
Ashley McKeown (she/her) is an uninvited white settler of Irish descent, who lives, works, and plays on the ancestral lands of the Anishinaabek, Haudenosaunee, Lūnapéewak nations, the first and rightful inhabitants. As a Certified Canadian Nurse Educator and Teaching Fellow for the Faculty of Health Sciences, she leads the development of an epistemic justice-based curriculum. Her goal is to redefine perceptions of "best evidence" and research competencies for students in health professional programs. Ashley's scholarly focus explores how integrating epistemic justice into evidence-based practice can foster cultural humility among health professional students and facilitate the creation of culturally safe healthcare spaces.
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Amanda Folk
Head, Department of Teaching and Learning
The Ohio State University
She/Her/Hers
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