By the end of this session, participants will be able to

1. Identify how disciplinary and professional culture has shaped curriculum design in your field, and what knowledge has been excluded from your discipline's knowledge base.
2. Examine personal biases and assumptions that impact diverse and equitable learning design
3. Apply strategies to make curricula in your discipline/profession more inclusive.

Engagement strategies for this session will include brainstorming with participants associations with the term global learning and the use of case studies that represent epistemic injustice, such as, the use of imagery in health curricula (erasure of BIPOC populations in medical curricula, or associations of infectious diseases with the Global South), curriculum design that excludes diverse perspectives (e.g., such as lived experience approaches) and curriculum that prioritizes US-centric knowledge. Through case study discussion, participants will suggest changes to curricular materials to make them more inclusive.