Graffiti as a Participatory Method Fostering Epistemic Justice
Graffiti as a Participatory Method Fostering Epistemic Justice and Collective Capabilities among Rural Youth: A case study in Zimbabwe is a chapter by Tendayi Marovah and Faith Mkwananzi in the edited book Participatory Research, Capabilities and Epistemic Justice: A Transformative Agenda for Higher Education. The chapters illustrate how epistemic capabilities can be marginalised by both institutions and structural and historical factors; as well as the potential for possibilities when spaces are opened for genuine participation and designed for a plurality of voices.
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