Whose Knowledge Counts? Rethinking Inclusion and Epistemic Justice in Statistics
Conference
Proposal Description
This session explores how inclusion and epistemic justice (i.e., fairness in whose knowledge is recognised and valued) can be advanced across the statistical and mathematical disciplines. The session aims to examine how we teach, practise research, and collaborate globally, focusing on three interlinked areas:
1. Curriculum and Education: Decolonising the statistics curriculum and broadening whose knowledge and examples we teach.
2. Research Practice: Embedding equity, diversity, and inclusion in research culture, mentorship, and everyday practices.
3. Global Collaboration: Promoting data sovereignty and equitable participation in international research.
The session brings together complementary perspectives and concludes with a reflective discussion on advancing equity, inclusion, and global representation within the statistical and mathematical sciences.