From Gender Segregation to Epistemic Segregation: A Case Study of the School System in Iran

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-21 DOI:10.1093/jopedu/qhad068
Shadi Heidarifar
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Abstract

Abstract In this paper, I show that there is a bidirectional relationship between gender-based social norms and gender-segregated education policies that excludes girls from knowledge production within the Iranian school system. I argue that gender segregation in education reproduces hermeneutic inequality through the reinforcement of epistemic segregation as a form of epistemic injustice. In particular, I focus on gender-based instructional epistemic injustice, which refers to a set of epistemic practices that actively exclude a student or an education professional in their capacity as a knower from the process of knowledge production within an education system based on gender dynamics, roles, norms, or expectations. This, in addition, has an impact on schoolboys through the reproduction of active ignorance. I conclude that in societies such as Iran, where highly gendered norms play out in the school system and are further reinforced by that system, the result is not limited to gender segregation itself, but extends beyond it to a form of epistemic injustice that wrongs students by reproducing and reinforcing those highly gendered norms.
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从性别隔离到认知隔离:伊朗学校制度的个案研究
在本文中,我展示了基于性别的社会规范和性别隔离的教育政策之间存在双向关系,这些政策将女孩排除在伊朗学校系统的知识生产之外。我认为,教育中的性别隔离通过强化作为一种认识不公正形式的认识隔离,再现了解释学上的不平等。我特别关注基于性别的教学认知不公,它指的是在基于性别动态、角色、规范或期望的教育系统中,积极地将学生或教育专业人员排除在知识生产过程之外的一系列认知实践。此外,这还通过主动无知的再现对男学生产生影响。我的结论是,在伊朗这样的社会中,高度性别化的规范在学校系统中发挥作用,并被该系统进一步强化,其结果不仅限于性别隔离本身,而且还延伸到一种认识上的不公正,通过复制和强化这些高度性别化的规范来误导学生。
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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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