Multilingualism for Epistemological Diversity and Epistemic Inclusion

ABSTRACT This editorial introduces a special issue entitled “Multilingualism for Epistemological Diversity and Epistemic Inclusion.” The 17 papers included in this special issue aimed to address longstanding inequities in global knowledge production induced by English monolingualism. The editorial first critiques how monolingual ideologies and “abyssal thinking” reinforce epistemic exclusion—manifested in barriers to English‐medium education, marginalization of non‐Western epistemologies (e.g., from the Global South), and hermeneutical injustice. Then it outlines five interrelated themes explored by the 17 papers across diverse geographical contexts (e.g., Australia, Bangladesh, China, Japan, and Pakistan, etc.). Collectively, these studies demonstrate multilingualism's transformative potential to advance epistemological diversity and epistemic inclusion. We call for rejecting monolingual hegemony, centering context‐responsive strategies (pedagogical innovation, policy reform, valorization of marginalized traditions), and building a more just global knowledge ecosystem that values all ways of knowing.