<![CDATA[Multicultural Islamic education faces a persistent pedagogical challenge in reconciling legitimate religious authority with learners' culturally situated knowledge and meaningful participation in classroom knowledge construction. Although concept mapping is widely employed to organize knowledge, its potential to promote epistemic justice and democratic learning remains insufficiently theorized. This article aims to develop an integrated conceptual framework explaining how dialogic concept mapping may facilitate equitable epistemic recognition within multicultural Islamic classrooms. Employing a qualitative conceptual research design informed by critical interpretive synthesis, 42 scholarly sources were selected through a PRISMA-informed procedure and analyzed through thematic coding, critical interpretation, and conceptual integration. The synthesis identifies three interconnected pedagogical mechanisms: epistemic externalization, dialogic negotiation, and epistemic uptake and revision. It further introduces ethically bounded interpretive agency as a conceptual basis for reconciling Islamic scholarly authority with cultural recognition and student participation. The resulting framework advances four theoretical propositions explaining how dialogic facilitation, transparent evaluative criteria, and equitable participation may support epistemic justice while identifying conditions that may reproduce epistemic hierarchies. These findings provide a theoretical foundation for designing and evaluating more inclusive, dialogic, and democratically responsible Islamic educational practices, while establishing directions for future empirical validation.]]>
