认识论的不公正:教育中的共谋与承诺

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. Nikolaidis, Winston C. Thompson
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引用次数: 0

摘要

2007 年,米兰达-弗里克(Miranda Fricker)的名著《认识论的不公正》(Epistemic Injustice:权力与认知伦理》一书的出版,使教育哲学研究进入了一个蓬勃发展的领域。该书的论点为扩大教育中认识论问题的研究范围创造了条件,它超越了对认识论产品的分配和权力在课程开发中的作用的直接探讨。从那时起,教育哲学中关于认识论不公正的丰富学术研究考察了各种主题,包括认识论不公正对教师和学习者更广泛经验的影响(主要关注在种族、性别、阶级和能力等方面被边缘化的学生),以及认识论不公正对教育研究、政策和实践的影响。本特刊对这一研究方向进行了延伸,汇集了一系列文章,探讨了广泛的主题,其中一些主题在文献中已得到公认,而另一些主题则开辟了该领域新的研究方向。这样做的目的是将认识论不公正与教育的交集确立为一个具有重大意义和潜力的独特研究领域。在本文中,A. C. Nikolaidis 和 Winston C. Thompson 通过讨论这些文章介绍了本期期刊,解释了为什么教育是认识论不公正研究的核心(反之亦然),并探讨了构成本论文集的文章所揭示的认识论不公正和教育的复杂性质--即教育同时作为认识论不公正的肇事者和破坏者的共谋。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Epistemic Injustice: Complicity and Promise in Education
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.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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