Traditional education scholarship has historically excluded or silenced knowledges from disenfranchised communities that are deeply impacted by education research, policy, and practice, contributing to the epistemic injustice they experience. In this article we argue that research-intensive public universities should be committed to addressing epistemic injustice in education research by using digital platforms, such as fully open-access online journals for public scholarship on education, that uplift and center voices that are typically excluded from education research and discourse. We outline three principles of epistemically just practices by which a fully open-access online journals should be organized in order to promote educational equity informed by diverse contributors.