This presentation will discuss the conceptual approach to epistemic justice developed for the JustEd study, as well as emerging findings from the study of epistemic justice in Peruvian education policy, curricula and school practice. Our approach to epistemic (in)justice moves beyond a focus on diversity to highlight the need for equality in the production, recognition and consumption of knowledge. This raises a number of questions for education policy and practice. While many education systems have moved towards greater recognition of the different positions from which knowledge is developed, policy makers have struggled to develop consistent discourses and policy orientations. Epistemic justice in schools involves not only content knowledge, but pedagogies that foster the role of students a co-producers of knowledge, and this often clashes with dominant conceptions of teachers’ authority and with the way in which many schools are organized. The presentation will explore some of these ideas and the usefulness of epistemic justice as a lens for examining education policy and practice.