Abstract
We present pedagogical reflections on teaching the concept of epistemic injustice through an undergraduate course run collaboratively at campuses in Kyrgyzstan, Palestine, Sierra Leone, and the United States. Our course, entitled Solving Each Other’s Public Health Problems, enabled students to engage with epistemological power structures by playing the role of both international development donor and local beneficiary. By building on discussions of realworld issues, fostering interpersonal relationships, modeling productive discourse through transparent feedback and providing intellectual space for selfreflection and empathy, the course provides a pedagogically transformative framework for international collaborative education.
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