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

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.