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Promoting Epistemic Justice Through Open Pedagogy: A Pathway to Inclusive and Equitable Education.

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Title: Promoting Epistemic Justice Through Open Pedagogy: A Pathway to Inclusive and Equitable Education.
Authors: Mbati, Lydia1 (AUTHOR) mbatilsa@unisa.ac.za
Source: Discourse & Communication for Sustainable Education. Jun2026, Vol. 17 Issue 1, p79-92. 14p.
Subject Terms: *Inclusive education, *Experiential learning, *Collaborative learning, *Right to education, Justice, Thematic analysis
Abstract: This study explored the concept of epistemic access as a fundamental human rights issue, particularly within the field of education. Despite growing recognition of epistemic justice, there remains a lack of clarity on how to implement it effectively in educational settings. The study investigated how Open Pedagogy serve as a practical framework to advance epistemic justice in teaching and learning environments. A qualitative thematic synthesis approach was employed to analyse relevant literature and educational practices. This method enabled the identification of recurring themes and principles that connect Open Pedagogy with the goals of epistemic justice. The synthesis focused on extracting insights for stakeholders, including policymakers, educators, students, instructional designers, and researchers. The thematic synthesis revealed that Open Pedagogy offers a promising pathway for enhancing epistemic access at macro, meso and micro educational levels. It concludes with practical guidance on how Open Pedagogy principles could be integrated into educational practice to foster more inclusive, participatory and just learning environments. [ABSTRACT FROM AUTHOR]
Copyright of Discourse & Communication for Sustainable Education is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Discourse+%26+Communication+for+Sustainable+Education%22">Discourse & Communication for Sustainable Education</searchLink>. Jun2026, Vol. 17 Issue 1, p79-92. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink>
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  Data: This study explored the concept of epistemic access as a fundamental human rights issue, particularly within the field of education. Despite growing recognition of epistemic justice, there remains a lack of clarity on how to implement it effectively in educational settings. The study investigated how Open Pedagogy serve as a practical framework to advance epistemic justice in teaching and learning environments. A qualitative thematic synthesis approach was employed to analyse relevant literature and educational practices. This method enabled the identification of recurring themes and principles that connect Open Pedagogy with the goals of epistemic justice. The synthesis focused on extracting insights for stakeholders, including policymakers, educators, students, instructional designers, and researchers. The thematic synthesis revealed that Open Pedagogy offers a promising pathway for enhancing epistemic access at macro, meso and micro educational levels. It concludes with practical guidance on how Open Pedagogy principles could be integrated into educational practice to foster more inclusive, participatory and just learning environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discourse & Communication for Sustainable Education is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.2478/dcse-2026-0007
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        Text: English
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      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Experiential learning
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      – SubjectFull: Collaborative learning
        Type: general
      – SubjectFull: Right to education
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      – SubjectFull: Justice
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              Text: Jun2026
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