在腐败的教育环境中纠正认知不公正的非理想目标:走向恢复性的认知正义

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kunimasa Sato
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引用次数: 0

摘要

从认识上讲,教育系统最重要和最普遍的目标是陶冶学生。然而,一个可悲的现实是,教育系统有时是一个腐败的认识环境,其中发生了各种各样的认识不公正。在本文中,我首先提出,教育机构的特殊性意味着儿童有时会遭受证言、参与者和解释性的背叛,这是认知不公正的具体教育变体。接下来,我想问我们应该如何应对这种认知上的不公正。我对这些问题的“理想”和“非理想”解决方案进行了区分。我认为,考虑到(a)环境的坏运气和(b)儿童对他们的认知环境缺乏控制,我们应该倾向于一种非理想的解决方案来解决教育中的认知不公正问题。我提出,教育中认知不公正的非理想方法不应该像文献中普遍提出的那样,专注于减少或消除我们的隐性偏见,而是以两种方式为那些在腐败环境中遭受认知不公正的人提供认知需求。首先,我们应该致力于照顾那些受到不公正待遇折磨的儿童,让有爱心的教育者合法地认识到他们的认知需求。其次,我们应该系统地为任何儿童和教师提供教育课程,以培养批判性想象力,关心那些容易受到认知不公正影响的人的认知需求。最后,我解释了认知关怀和批判性想象作为恢复性认知正义的一部分,它为弱势儿童提供了对他们的认知需求的应有认识,而不仅仅是知道隐性偏见的机制和与之相关的认知不公正。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A non-ideal aim of redressing epistemic injustices in corruptive educational environments: Toward restorative epistemic justice
The most important and general aim of the education system is to edify students, epistemically speaking. However, it is a sad reality that the education system is sometimes a corruptive epistemic environment in which a variety of epistemic injustices occur. In this article, I first argue that the special character of educational institutions means that children sometimes suffer testimonial, participant, and hermeneutical betrayals as specifically educational variants of epistemic injustices. Next, I ask what our response should be to such epistemic injustices. I draw a distinction between an ‘ideal’ and a ‘non-ideal’ solution to these problems. I hold that consideration of (a) environmental bad luck and (b) children’s lack of control over their epistemic environments should lead us to favor a non-ideal solution to the problem of epistemic injustice in education. I propose that the non-ideal approach to epistemic injustice in education should focus not on the reduction or neutralization of our implicit prejudices, as has commonly been proposed in the literature, but on providing for the epistemic needs of those who suffer epistemic injustices in corruptive environments in two ways. First, we should aim to care for children who are afflicted by injustice by having their epistemic needs legitimately recognized by caring educators. Second, we should aim systemically to offer an educational curriculum for any child and teacher to develop critical imagination to care about the epistemic needs of those who are vulnerable to epistemic injustices. I conclude by explaining the acts of epistemic caring and critical imagining as parts of restorative epistemic justice that affords vulnerable children due recognition of their epistemic needs beyond merely knowing the mechanisms of implicit prejudices and the epistemic injustices associated with them.
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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