Moving Towards Design Justice Through Multivocal Design in Health Education

This paper examines how traditional forms of curricular design and content creation can reinforce oppressive knowledge hierarchies both in educational and clinical settings. We propose a reimagining of how knowledge content is created through a process called multivocal design, which draws on both design justice and knowledge justice frameworks. Multivocal design integrates and legitimises different types of knowledge and experience, thus establishing epistemic authority across a wider definition of expertise. We propose that this approach to curricular and content design has applications across education, but the design case presented here focuses specifically on understanding and addressing epistemic bias in medical education and practice.