Liberating students from epistemic injustice in academic misconduct processes by shifting to a more compassionate and inclusive approach

Authors

DOI:

https://doi.org/10.47408/jldhe.vi35.1316

Keywords:

epistemic injustice, epistemic justice, epistemic ignorance, testimonial injustice, hermeneutical injustice, academic integrity, academic misconduct

Abstract

Academic misconduct processes in higher education institutions are supposed to ensure fairness. However, these very processes can lead to epistemic injustice (testimonial and hermeneutical) partly because students come from different epistemic cultures and so do not have a homogenised understanding of what constitutes academic misconduct. Understanding the many reasons for why students may turn to academic misconduct either deliberately or accidently is important to inform teaching practice. Learning development needs to guide students away from epistemic ignorance and potential epistemic injustice by actively involving and immersing students in good academic practice as well as focusing on the positives of critical thinking, objective analysis and reasons for why skills such as referencing are important as part of both respectful dialogue and intellectual growth. This would move away from a focus on negatives and punitive approaches.

Author Biography

Chloe Courtenay, Canterbury Christ Church University

Chloe Courtenay is a Senior Lecturer in Educational Development at Canterbury Christ Church University. She is Course Director for the Postgraduate Certificate in Academic Practice and Module Lead for Enhancing Learning and Teaching. In addition, she delivers staff training on effective assessment and feedback, navigating academic misconduct and supporting new academics into teaching and research as well as host of the Spotlight on Best Practice podcast. As pedagogical lead for Academic Integrity she is working towards creating an educative and compassionate approach to the way students experience academic misconduct processes. This approach is also the focus of the thesis she is working towards on the Doctorate in Education.

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Published

27-03-2025

How to Cite

Courtenay, C. (2025). Liberating students from epistemic injustice in academic misconduct processes by shifting to a more compassionate and inclusive approach. Journal of Learning Development in Higher Education, (35). https://doi.org/10.47408/jldhe.vi35.1316

Issue

No. 35 (2025): Special Edition, Liberating Learning

Section

Caring and compassionate pedagogies

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