This paper explores the concept of epistemic injustice, starting with the definition proposed by Fricker (2007), who distinguishes between hermeneutical and testimonial injustice. The former occurs when an individual is deprived of the concepts necessary to understand and communicate his or her experience, while the latter consists of the credibility deficit attributed to a person on the basis of his or her social identity, without conscious intention to cause harm. The analysis expands from the original meaning to include forms of epistemic injustice resulting from intentional behavior. Particular attention is paid to the systematic denial of access to education and knowledge on the basis of race, highlighting both the deprivation of educational rights and the ostracism toward the recognition of marginalized groups as producers of knowledge.