Valuing Knowledge(s) and Cultivating Confidence: Contributions of Student–Faculty Pedagogical Partnerships to Epistemic Justice Abstract

This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students traditionally underrepresented and underserved in higher education. These students argue that such collaborations with faculty hold promise for creating more inclusive and responsive practices. Using the concept of epistemic justice, the authors explore how partnerships can …