Towards Epistemic Justice: Constructing Knowers in Multilingual Classrooms

Abstract In this study of a postcolonial school, we expand understandings epistemic justice from the perspective language, addressing issues know-ledge, understanding, and participation in communicative practices. We suggest that monoglossic language-in-education policies constitute form injustice by diminishing learners’ ability to make contributions, capacity central human value. further translanguaging formal school settings generally promotes access rather than justice, leaving value hierarchies relations knowing unchanged. Conversely, presents linguistic ethnographic data three-year project where learners could choose their language learning Grade 6 use all languages subject classrooms. analyse how learner used laminated, multilingual stances construct others as knowers, negotiate authority, promote solidarity. argue she thereby constructed new decolonial being. Moreover, shift monolingual episteme, which substantially improved performance overall, enabled social, epistemic, moral orders emerge below, laying basis for greater justice.