Abstract
<jats:p>Global knowledge continues to flow along unequal and often invisible hierarchies. The concept of epistemic injustice highlights the ethical and moral consequences of such asymmetries, showing how certain groups’ knowledge is undervalued, with implications for careers, wellbeing, and social recognition. This paper examines how knowledge is constructed, contested, and maintained across universities, research institutes, cultures, languages, and geopolitical contexts. Extending beyond postcolonial frameworks, we explore a variety of contexts in which epistemic marginalization shapes knowledge and authority. Adopting a geo epistemic perspective, we show how entrenched biases influence what counts as legitimate knowledge and who gets to decide, while also revealing constraints faced by scholars across diverse settings. This approach supports rethinking expertise, confronting exclusionary norms, and cultivating a more inclusive, dialogical, and globally aware academic practice.</jats:p>