Using podcasting as a methodology, this project explores epistemic justice in the context of open education to ask questions like: Whose knowledge do we centre in open education? In what ways does open education enable epistemic justice or reproduce existing inequities found in academia and commercial publishing contexts? How do different people understand and practice openness in education? These questions are explored through a series of seven podcast interviews with eleven people who are in the post-secondary space in North America. Interviewees include instructors, librarians, project managers, and students, and they all come at these questions from different perspectives and lived experiences. Through these episodes, we discuss representation and language in curriculum; pedagogy; open licences; publishing processes, practices, and tools; Indigenous ways of knowing; disability; and more. This paper introduces epistemic justice, open education, and podcasting, and how they intersect with each other. It provides an overview of the project design, including a manifesto outlining the values and beliefs that guided the project, a step-by-step overview of the process for producing and sharing the podcast, and an overview of the episodes. It concludes with a discussion of the project’s contributions, limitations, and ongoing questions and possibilities for future work. This project also engages with podcasting as a tool to make academic work more accessible, accountable to a community, and epistemically just.

• https://knowledgespectrums.opened.ca/