Addressing epistemic injustice (and ongoing effects of colonisation) through the Ethiopian intellectual tradition of .

As global health and medical education scholars build their understanding of the historical and continuing influences of colonisation, the absence of non-western forms of thought in medical education remains a challenge. is an Ethiopian intellectual tradition and poetic practice dating back many centuries (predating colonialism) that continues to exist and has the potential to expand scholarly inquiry in critical spaces. The central tenet of é is that all phenomena, subject matter, knowledge and truth are incomplete and thus open for exploration and interpretation. In introducing in this analysis paper, we outline key definitions and concepts, describe our positionality and the processes we followed to bring concepts into this global critical scholarly space, provide a brief background on our Ethiopian/Canadian collaborative partnership model, review some of the literature about written in English and provide a few examples to illustrate the potential holds as a theory and methodology for global health and medical education. We conclude with some suggestions for next steps in incorporating into the methodological and theoretical toolkit for global critical scholarship. Advancing a-colonial theories and methodologies may be one effective way for educators and scholars to decolonise global health and medical education.