Emily McWilliams

Emily McWilliams is an Assistant Professor of Philosophy and the Director of the Ethics and Leadership Initiative at the Fitz Center for Leadership in Community in the College of Arts and Sciences at the University of Dayton. She joined UD in 2025 and holds a Ph.D. in Philosophy from Harvard University.

Her academic background includes:

• Ph.D. in Philosophy, Harvard University
• Extensive research in epistemology, ethics, and social philosophy
• Previous affiliation with Duke Kunshan University

McWilliams' research program centers on the social, political and ethical dimensions of epistemic practices. She has developed significant theoretical contributions including the concept of 'testimonial withdrawal' as a form of epistemic injustice and arguments for epistemic duties to inquire within evidentialist frameworks. Her work bridges traditional analytic epistemology with social and political concerns, examining how systemic injustices affect our capacity as inquirers and knowers.

Her scholarly output demonstrates consistent engagement with expanding traditional epistemological frameworks to account for social dimensions of knowledge production. Publications in top philosophy journals like The Philosophical Quarterly and Synthese reflect her innovative approach to understanding epistemic norms in social contexts.

Notable scholarly contributions include:

• Expanding the concept of epistemic injustice to include experiences of inquirers
• Challenging traditional evidentialist boundaries by arguing for epistemic duties to inquire
• Connecting feminist epistemology with mainstream analytic approaches
• Developing ameliorative approaches to epistemological methodology

As Director of the Ethics and Leadership Initiative, McWilliams oversees programming that connects philosophical inquiry with community engagement and leadership development. Her interdisciplinary approach connects philosophy with political science, gender studies, and social theory, reflecting her commitment to understanding knowledge practices within their broader social contexts.