{"title":"人人共享的课堂社区","authors":"David Stroupe, Lindsay Berk, Anna Kramer","doi":"10.1177/00317217241238105","DOIUrl":null,"url":null,"abstract":"As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.","PeriodicalId":47826,"journal":{"name":"Phi Delta Kappan","volume":"23 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Classroom communities for everyone\",\"authors\":\"David Stroupe, Lindsay Berk, Anna Kramer\",\"doi\":\"10.1177/00317217241238105\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.\",\"PeriodicalId\":47826,\"journal\":{\"name\":\"Phi Delta Kappan\",\"volume\":\"23 1\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-03-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Phi Delta Kappan\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00317217241238105\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Phi Delta Kappan","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00317217241238105","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.
期刊介绍:
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