Although we live in an information-rich society, what counts as legitimate knowledge in higher education classrooms is shaped by those with socially privileged positions. This workshop introduces the concept of epistemic injustice -harms related to whose knowledge is recognized, valued, or excluded- and explores how such injustices are reproduced through curriculum, pedagogy, and even everyday technologies like Google or AI. Because epistemic injustice is often absence or exclusion, rather than overt bias, it can be difficult to recognize within everyday teaching practice. This session supports instructors in identifying these patterns and reflecting on their implications for teaching and learning.

By the end of the session, attendees will be able to:

1) Define epistemic injustice, including the concept of epistemicide

2) Identify how epistemic injustice shapes curriculum, course materials, and teaching tools commonly used in higher education

3) Reflect on how epistemic injustice may influence their own teaching context, discipline, or curriculum design