To be effective citizens, students need a great deal of epistemological sophistication. This need has become increasingly visible in curricular, research, and pedagogical efforts in higher education. This reflection considers how "citizen epistemology" across the curriculum might enhance student learning about the politics and ethics of knowledge work in ways that better equip them for civic engagement. Furthermore, the complexity of citizen epistemology suggests a need to more fully invest in interdisciplinary and inclusive general education curricula.