Abstract
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices in higher education is made clear through a particular focus on the role research methods play in this process, Finally, a reorientation is proposed along with a framework of methodologies for epistemically-just research.
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