Epistemological Pluralism: Bridging Western and Non-Western Knowledge in Higher Education through Persian and Indian forms of knowledge

Abstract

This paper evaluates the integration of non-Western epistemologies into Australian higher education, critiquing the dominance of Western-centric frameworks that have historically shaped teaching and learning in Australia. It challenges the reliance on positivist knowledge systems, which often prioritise control and efficiency at the expense of ethical and culturally diverse knowledges and perspectives. The study advocates for the inclusion of emancipatory knowledge, grounded in critical theory, emphasising emancipatory epistemologies as a means to transform curricula beyond traditional Western paradigms. The research incorporates reflections from an Indian-Australian academic and a Persian-Australian academic, who offer insights from their respective knowledge traditions. The Indian Australian academic discusses how ancient Indian epistemologies and philosophies, such as those in the Vedas and Upanishads, provide a holistic approach that integrates spirituality, ethics, value system and social responsibility and how it is integrated into education. The Persian Australian academic highlights the intellectual heritage of Iran, drawing on Persian philosophy and poetry, which emphasise the interconnectedness of all beings and the pursuit of wisdom through dialogue. It uses the role of Critical Participatory Action Research (CPAR) to foster critical consciousness among academics in Australasia that can understand and compare knowledge constructs to disrupt hegemonic narratives. Ultimately, the study calls for a reimagining of university education that embraces diverse knowledge traditions by evaluating epistemological differences across three systems.