In a recent journal article published in Assessment & Evaluation in Higher Education, Sarah Elaine Eaton (University of Calgary) discusses the theoretical and practical considerations for decolonizing academic integrity. Eaton considers how Indigenous knowledge has been used in ways that have led to injustice and calls for traditional Indigenous knowledge and ways of knowing to be preserved and protected. The author then outlines broad strategies for decolonizing academic integrity that focus on four key principles: Centering marginalized voices and perspectives in knowledge production; recognizing interconnectedness and contextualization; addressing historic oppression in academic integrity; and knowledge caretaking. She concludes with a call for institutions and educators to prioritize the decolonization of academic integrity to build a more just and equitable future.
