This academic paper critically examines traditional peer-review processes in academia, exposing embedded colonial epistemic structures and proposing a transformative ‘epistemocratic’ governance model to proactively foster epistemic justice, inclusivity, cognitive diversity, and scholarly autonomy.
epistemology peer-review legal-analysis academic-freedom higher-education-reform decolonialisation scholarly-autonomy epistemic-justice epistemic-violence comparative-legal-analysis
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Updated
Oct 9, 2025