COURTENAY, Chloe. 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, [S. l.], n. 35, 2025. DOI: 10.47408/jldhe.vi35.1316. Disponível em: https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1316. Acesso em: 14 apr. 2026.