Epistemic injustice in education: exploring structural approaches, envisioning structural remedies.
Saved in:
| Title: | Epistemic injustice in education: exploring structural approaches, envisioning structural remedies. |
|---|---|
| Authors: | Nikolaidis, A C1 alexandros.nikolaidis@ucf.edu |
| Source: | Journal of Philosophy of Education. Aug-Oct2023, Vol. 57 Issue 4/5, p842-861. 20p. |
| Subject Terms: | *Philosophy of education, *Educational outcomes, *Education policy |
| Reviews & Products: | Epistemic Injustice (Book) |
| People: | Fricker, Miranda |
| Abstract: | Since the publication of Miranda Fricker's seminal book Epistemic Injustice , philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Since the publication of Miranda Fricker's seminal book Epistemic Injustice , philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 03098249 |
| DOI: | 10.1093/jopedu/qhad074 |
