Epistemic racism

(in)visibilities and (mis)understandings in the field of administration

Abstract

This study aims to understand how administration researchers at public universities in Santa Catarina perceive epistemic racism, analyzing how these understandings relate to the challenges of epistemic plurality and the democratization of knowledge within the field. The central research question investigates how this phenomenon is perceived and understood by these actors, as well as its effects on participation and scientific diversity in the area. To this end, a qualitative approach was adopted, conducting 22 semi-structured interviews with faculty members and students affiliated with stricto sensu postgraduate programs in the state. Data analysis integrated content analysis, descriptive analysis, and an interpretive approach, with the latter incorporating empirical findings, the theoretical framework, and the experience of one of the researchers. The results point to two main subcategories: a) racism in the construction of scientific knowledge, and b) conceptual confusion or unfamiliarity with the term. It was found that while some researchers recognize a hegemony that marginalizes non-Western epistemologies, others are unaware of or misinterpret the concept. The study concludes that the strong presence of a hegemonic rationality, in the field of administration, acts to render diverse forms of knowledge, subjects, and epistemes invisible. Finally, it underscores the urgent need to expand debates on epistemic justice, plurality, and anti-racist education, thereby contributing to the promotion of plural democracy and the transformation of the scientific field.