Question

During a postgraduate seminar focused on sustainable development, taught by a visiting European professor, a conflict arises: the professor insists that a major Brazilian research paper on local agroecology practices is 'not rigorous enough' because it relies heavily on local, community-based knowledge systems (traditional knowledge) rather than exclusively on Western, quantitative methodologies, which are prioritized in the Global North literature used in the course. Brazilian students feel their local epistemic tradition is being dismissed. Which intervention strategy best aligns with Critical and Decolonial Perspectives to resolve the conflict and promote Epistemic Justice in the classroom?

Accepted Answer

B) Facilitate a structured debate on Epistemic Justice, using the students' research as a case study to discuss the legitimacy of diverse knowledge systems (e.g., traditional, local). Also, the need for pluriversality in scientific methodology, with the goal of institutionalizing this approach in future joint seminars.

Answer

A) Establish a policy requiring all incoming visiting professors to undergo mandatory, in-depth training on Brazilian cultural norms. Doing local research priorities before the start of the semester.

Answer

C) Advise the students to translate their use of traditional knowledge into high-quality, academic English. This way, linguistic perfection will automatically neutralize the professor's methodological critique.

Answer

D) Mediate a private discussion between the professor and the students by offering the professor supplementary Brazilian literature translated into English. Thus, clarifying the context and preventing open political debate in the classroom.

Answer

E) Demand that the Brazilian students rework their papers by adding a comparative section that translates the local methodology into Western quantitative metrics. This would ensure the final output meets the globally recognized standards required for the degree.

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