Decolonizing academic integrity: knowledge caretaking as ethical practice

Abstract

The purpose of this article is to explore theoretical and practical considerations for decolonizing academic integrity. I explore values associated with academic integrity, including both Western and Indigenous perspectives. I draw from scholarship on decolonizing research methods and practices, contemplating the transferability to academic integrity practices and policies. Synthesizing key concepts from the literature, I theorize strategies for decolonizing academic and research integrity in broad terms, focusing on four principles, which can translate into concrete actions: (a) centering marginalized voices and perspectives in knowledge production; (b) recognizing the interconnectedness of knowledge and the importance of contextualization; (c) resisting the perpetuation of historical oppression in academic integrity, and (d) knowledge caretaking.