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Abstract

This article has two aims: one is to map the landscape of gender (in)equality in science and technology universities and the customary lens through which this deficit is analysed. The second is to explore the concept of epistemic justice, unpacking its features and discussing its relevance in a higher education context. This leads to a consideration of the application of epistemic justice to science and technological universities, where knowledge production and sharing takes place in a highly masculinised environment. In this context, the intersection of epistemic justice and gender equality is a particularly relevant dimension of academic and institutional life. The article seeks to open a dialogue about the gendered nature of the academy, and on how the application of epistemic justice as a concept can inform meaningful gender equality initiatives to build sustainable change.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

DOI

https://doi.org/10.21427/w5jg-nq60

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