This study examined university students’ responses when their knowledge arising from life experience was marginalised. Five epistemological strategies were used by students to respond to this side-lining of their knowledge: 1) building the case that lived knowledge is ‘academic’; 2) switching to institutionally recognisable language; 3) considering epistemological framing when responding to discrimination or assumptions; 4) sustaining friendships as epistemological work; and 5) seeking out settings where their lived experience was valued. The authors argue for the need to understand students as active epistemological agents within the University.
