Testing epistemology is key.
Stein 19, [Sharon Stein (), “Beyond Higher Education as We Know it: Gesturing Towards Decolonial Horizons of Possibility,” Studies in Philosophy and Education, https://link.springer.com/article/10.1007/s11217-018-9622-7, 2019]
Within a sedimented field-imaginary, knowledge is produced through a set of taken for granted epistemological norms and conceptual-ideological assemblages. In other words, the general terms of what it is possible to say, do, and think, are set, yet our awareness of the terms themselves (and their impact on the knowledge that we produce) is dulled as the contextual conditions of its emergence disappear from view. As a result, we do not often think to ask whether the questions that orient our field-imaginary are still the questions that need asking, and whether the terms of our scholarly conversations are adequate to the task of responding to contemporary ethical–political challenges. Scott (2004) thus asks “whether the moment of normalization of a paradigm is not also the moment when it is necessary to reconstruct and reinterrogate the ground of questions themselves through which it was brought into being in the first place” (p. 8).