Epistemic injustice, neurodivergence, and inclusive pedagogy: dyslexia and augmentative communication in higher education

This article investigates how multimedia lecture design impacts dyslexic students in Higher Education, drawing on a longitudinal rolling study conducted between 2014 and 2023. Using qualitative data from 60 participants, the study analyses the institutional and pedagogical dynamics through which PowerPoint-based lectures privilege normative literacy and temporal speed. Framed by Fricker’s theory of epistemic injustice and Foucault’s microphysics of power, and extended through the work of Dotson, Medina, Pohlhaus Jr., Rose, and Osborne, the article theorises how logocentric norms reproduce structural marginalisation. Findings reveal persistent patterns of epistemic exclusion and affective misrecognition that cannot be resolved through compensatory adjustments alone. In response, the article develops the concept of augmentative pedagogy: an inclusive lecture design approach that reconfigures communication, temporality, and academic legitimacy to foster epistemic justice. This contribution sustains the journals critical focus on structural exclusion and proposes new directions for inclusive teaching, institutional governance and disability theory in HE.