During a postgraduate seminar focused on sustainable development, taught by a visiting European professor, a conflict arises: the professor insists that a major Brazilian research paper on local agroecology practices is 'not rigorous enough' because it relies heavily on local, community-based knowledge systems (traditional knowledge) rather than exclusively on Western, quantitative methodologies, which are prioritized in the Global North literature used in the course. Brazilian students feel their local epistemic tradition is being dismissed.
Which intervention strategy best aligns with Critical and Decolonial Perspectives to resolve the conflict and promote Epistemic Justice in the classroom?