JOURNAL OF PHILOSOPHY OF EDUCATION最新文献_第4页

Epistemic Injustice Through Transformative Learning 通过变革性学习消除认识上的不公正

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-06 DOI: 10.1093/jopedu/qhad082

Fran Fairbairn

引用次数: 0

The Epistemic Urgency of Decolonised Curriculums 非殖民化课程的认识紧迫性

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-06 DOI: 10.1093/jopedu/qhad081

Azaan Akbar

{"title":"The Epistemic Urgency of Decolonised Curriculums","authors":"Azaan Akbar","doi":"10.1093/jopedu/qhad081","DOIUrl":"https://doi.org/10.1093/jopedu/qhad081","url":null,"abstract":"\u0000 In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire 我们使用的语言和我们拥抱的帝国：通过帝国的视角探讨非殖民化问题

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-29 DOI: 10.1093/jopedu/qhad079

P. Ambrossi

引用次数: 0

A reflection on the teacher education curriculum and the decolonising agenda 对师范教育课程和非殖民化议程的思考

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-29 DOI: 10.1093/jopedu/qhad080

Jo Byrd, Jack Bryne Stothard

{"title":"A reflection on the teacher education curriculum and the decolonising agenda","authors":"Jo Byrd, Jack Bryne Stothard","doi":"10.1093/jopedu/qhad080","DOIUrl":"https://doi.org/10.1093/jopedu/qhad080","url":null,"abstract":"This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education.  We argue that until the self is decolonised, the process of decolonialisation becomes rhetoric, or as stated by Doharty et al. (2021), ‘lousy diversity double-speak’.  We also question how much we can decolonise whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’etre is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognise the tensions and resistance to decolonialise, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher-practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanising and debilitating.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Epistemic Injustice: Complicity and Promise in Education 认识论的不公正：教育中的共谋与承诺

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-28 DOI: 10.1093/jopedu/qhad078

A. Nikolaidis, Winston C. Thompson

{"title":"Epistemic Injustice: Complicity and Promise in Education","authors":"A. Nikolaidis, Winston C. Thompson","doi":"10.1093/jopedu/qhad078","DOIUrl":"https://doi.org/10.1093/jopedu/qhad078","url":null,"abstract":"The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focusing mostly on students who are marginalized along lines of race, gender, class, and ability, among others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well-established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Philosophical Silences: Race, Gender, Disability, and Philosophical Practice 哲学的沉默:种族、性别、残疾和哲学实践

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-14 DOI: 10.1093/jopedu/qhad076

Robert A Wilson

引用次数: 1

Education, epistemic justice, and truthfulness: Miranda Fricker interviewed by A. C. Nikolaidis and Winston C. Thompson 教育、认知正义和真实性:米兰达·弗里克，a·c·尼古莱迪斯和温斯顿·c·汤普森访谈

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-14 DOI: 10.1093/jopedu/qhad075

A C Nikolaidis, Winston C Thompson, Miranda Fricker

{"title":"Education, epistemic justice, and truthfulness: Miranda Fricker interviewed by A. C. Nikolaidis and Winston C. Thompson","authors":"A C Nikolaidis, Winston C Thompson, Miranda Fricker","doi":"10.1093/jopedu/qhad075","DOIUrl":"https://doi.org/10.1093/jopedu/qhad075","url":null,"abstract":"Abstract In her groundbreaking book, Epistemic Injustice, renowned moral philosopher and social epistemologist Miranda Fricker coined the term epistemic injustice to draw attention to the pervasive impact of epistemic oppression on marginalized social groups. Fricker’s account spurred a flurry of scholarship regarding the discriminatory impact of epistemic injustice and gave birth to a domain of philosophical inquiry that has extended far beyond the disciplinary boundaries of philosophy. In this interview, Fricker responds to questions posed by A. C. Nikolaidis and Winston C. Thompson that address the ways in which epistemic injustice intersects with education as a human endeavor and social institution. In doing so, Fricker reflects on her motivations in writing her book more than 15 years ago and explicitly addresses some of the most significant contributions of the concept of epistemic injustice as a tool for analyzing issues in education. She also offers insights on the purpose of education, outlines educational manifestations of epistemic injustice, and discusses the virtues that educators must exhibit and inculcate in their students in order for epistemic justice to obtain.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134957202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Error of Punishment Defences in the Context of Schooling 学校教育背景下的惩罚抗辩错误

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-13 DOI: 10.1093/jopedu/qhad077

DaN McKee

{"title":"An Error of Punishment Defences in the Context of Schooling","authors":"DaN McKee","doi":"10.1093/jopedu/qhad077","DOIUrl":"https://doi.org/10.1093/jopedu/qhad077","url":null,"abstract":"Abstract Whenever justification of classroom punishment has been attempted it has usually been on grounds that punishment acts either appropriately pedagogically, teaching students how to behave morally, or is a necessary evil that enables the practical running of the school so that it may carry out its educational business. By itself the first justification leaves punishment in schools as only an extension of wider social attitudes about the virtue of punishing perceived moral wrongdoing, rather than providing any distinct argument for punishment specific to the special circumstances of the school. By highlighting an entanglement between the moral and the conventional, and between discipline and punishment, within the context of the school, I shall argue that the essentially contested nature of education and its purpose, and the related question of the school’s suitability as a venue for it, means that the school’s most promising defence of its use of punishment—that punishment of students might somehow be necessary for enabling the important educative business of the school—becomes undone. Schooling and education are not necessarily synonymous, and as schools provide only one vision of education—and this vision is contestable—then upholding the business of any one school in order for it to achieve its particular unsettled and disputed purpose is not a morally sufficient reason to coerce a student’s compliance through regimes of ‘harm intended as harm.’","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136281954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Epistemic Injustice? Banning ‘critical race theory’, ‘divisive topics’, and ‘embedded racism’ in the classroom 认知不公正吗?在课堂上禁止“批判种族理论”、“分裂话题”和“根深蒂固的种族主义”

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-02 DOI: 10.1093/jopedu/qhad069

Henry Lara-Steidel, Winston C Thompson

{"title":"Epistemic Injustice? Banning ‘critical race theory’, ‘divisive topics’, and ‘embedded racism’ in the classroom","authors":"Henry Lara-Steidel, Winston C Thompson","doi":"10.1093/jopedu/qhad069","DOIUrl":"https://doi.org/10.1093/jopedu/qhad069","url":null,"abstract":"Abstract In more than half of its states, the USA has recently passed or proposed legislation to limit or ban public educational curricular reference to race, gender, sexuality, or other identity topics. The stated justifications for these legislative moves are myriad, but they share a foundational claim; namely, these topics are asserted to be politically and socially divisive such that they ought not to be included within state-controlled schools. In this paper, we consider the claims of divisiveness regarding these topics and explore whether, even if taken in good faith, the popular versions of these arguments and actions are epistemically defensible. We conclude that these bans are an epistemic injustice and therefore argue for their end. The article proceeds to consider the foundational claims of epistemic injustice, followed by the invocation of epistemic standards by which the arguments for these bans can be evaluated. The article then transitions to a close application of these standards, weighing the possible epistemic gains and losses. Before concluding, we consider objections and explore the social and epistemic significance of these issues.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135976132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusion, democracy and philosophy of education Democratic education as inclusion, Nuraan Davids and Yusef Waghid (2022). Lanham Maryland: Lexington Books 民主教育即包容，Nuraan davis和Yusef Waghid(2022)。马里兰州兰厄姆:列克星敦图书公司

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-31 DOI: 10.1093/jopedu/qhad071

Penny Enslin

引用次数: 0