APJFES Vol. 3 No. 1 2024 APJFES Vol. 3 No. 1 2024 pp. 1–13 eISSN 2811-3586 Research Paper Manifestations of Epistemic Violence in Assumptions of Students in an Undergraduate Classroom in Bangladesh Ali Azgor Talukder BGMEA University of Fashion and Technology, Bangladesh *Moses Samuel Taylor’s University, Malaysia © e Author(s) 2024. is article is published with open access by Taylor’s Press. Abstract: Epistemic violence refers to the silencing and displacing of a system of knowledge deemed to be inferior by another system of knowledge self-perceived as superior. In postcolonial context, it refers to the dominance and imposition of Western ways of perceiving the world by displacing the non-Western ways of perceiving the world. Colonial discourse is so encompassing in the postcolonial countries that students come to the classroom with assumptions that carry baggage of epistemic violence. According to Freire, the manifestations of this global “theme” may take particular dimensions in particular societies. Critical interrogation of epistemic violence requires identification of the particular manifestations of epistemic violence in particular societies. Following the approach of critical discourse analysis, this paper attempts to explore how epistemic violence manifests itself in the student assumptions exposed in their classroom interactions in an undergraduate classroom in Bangladesh, a postcolonial country. e findings reveal that besides the Western form of epistemic violence, there are local varieties of epistemic violence in Bangladesh. e discourses contributing to epistemic violence have been so ingrained in society that they appear as symbolic capital exercising symbolic violence where education plays a big role. e manifestations of epistemic violence in the context of Bangladesh revealed in this study have implications for framing critical instruction for problematising epistemic violence in postcolonial countries like Bangladesh. Keywords: Epistemic violence, postcoloniality, education, symbolic violence, Bangladesh Suggested citation: Taluker, A. A., & Samuel, M. (2024). Manifestations of epistemic violence in assumptions of students in an undergraduate classroom in Bangladesh. Asia-Pacific Journal of Futures in Education and Society, 3(1), 1–13. https://doi.org/10.58946/apjfes-3.1.P1 *Correspondence: Moses Samuel, Taylor’s University, Malaysia. Email: Moses.Samuel@taylors.edu.my