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Epistemic Injustice in Education: Exploring Structural Approaches, Envisioning Structural Remedies 教育中的认知不公正:探索结构性途径,设想结构性补救
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-31 DOI: 10.1093/jopedu/qhad074
A C Nikolaidis
Abstract Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open up avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focuses on educational institutions, one that focuses on institutional processes that impact educational outcomes, and one that focuses on epistemological processes that are internal to education. While the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education.
自米兰达·弗里克(Miranda Fricker)的开创性著作《认知不公》(Epistemic Injustice)出版以来,教育哲学研究大多局限于对教育中基于罪犯的认知不公的分析。这使得结构性表现相对不够充分,对那些最容易遭受这种不公正待遇的人造成了极大的损害。本文旨在通过探索将教育中的结构性认知不公正理论化的方法和设想有效的补救措施,解决这种疏忽,并为进一步的研究开辟道路。作者确定了三种方法:一种侧重于教育机构,一种侧重于影响教育成果的制度过程,另一种侧重于教育内部的认识论过程。虽然这三种方法在解释能力和实施难易程度上有所不同,但有人认为,这三种方法都表明,教育中的认知不公正往往是结构性因素的结果,而这些因素不能归因于个体的认知主体。作者最后建议,教育哲学家必须更深入地研究这些方法中的每一种,以便在破坏教育中认识不公正的影响方面取得重大进展。
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引用次数: 0
Political Anger, Affective Injustice and Civic Education 政治愤怒、情感不公正与公民教育
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-31 DOI: 10.1093/jopedu/qhad073
Michalinos Zembylas
Abstract This article analyses arguments and concerns about the emergence of feelings of anger among students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name of positive psychology and students’ well-being—not only constitutes a form of ‘affective injustice’, but also unfairly asks students to engage in harmful emotion regulation that reproduces existing exclusions. A crucial task for civic education is to provide learning spaces in which teachers and students can explore the affective complexities of political anger and its consequences.
摘要本文分析了在公民教育学科研究中遇到不公正问题时,学生中出现愤怒情绪的争论和担忧。其目的是确定这种担忧在多大程度上为调节愤怒提供了适得其反的理由。特别是,有人认为,以积极心理学和学生福祉的名义,鼓励学生放弃所有可能由学生在公民教育中遇到的不公正问题引起的愤怒情绪,这不仅构成了一种“情感不公正”,而且不公平地要求学生参与有害的情绪调节,再现了现有的排斥。公民教育的一项关键任务是提供学习空间,让教师和学生能够探索政治愤怒及其后果的情感复杂性。
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引用次数: 0
Epistemic injustice in educational policy: An account of structural contributory injustice 教育政策中的认知不公平:结构性贡献不公平的解释
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-27 DOI: 10.1093/jopedu/qhad070
Megan L Bogia
Abstract In this paper, I introduce a special case of epistemic injustice that I call structural contributory injustice. This conception aims to capture some dimensions of how policy—separately from individual agential interactions—can generate epistemic injustice at a group level. I first locate the case within Kristie Dotson’s original conception of contributory injustice. I then consider one potential case of structural contributory injustice—namely, the policy problem of significant financial risk burden on students considering university in the United States. Finally, I consider potential policy reforms in response to this injustice.
在本文中,我介绍了一种特殊的认识不公正的情况,我称之为结构性贡献不公正。这一概念旨在捕捉政策(与个体代理互动分开)如何在群体层面上产生认知不公正的某些维度。首先,我将本案置于克里斯蒂·多森最初提出的“促成性不公正”概念之中。然后,我考虑了一个潜在的结构性贡献不公正的案例,即美国学生考虑上大学的重大财务风险负担的政策问题。最后,我考虑了应对这种不公正的潜在政策改革。
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引用次数: 0
Of Mice, Men, and Ethics: Literary Study and Moral Concern for Nonhuman Animals 《老鼠、人与伦理:非人类动物的文学研究与道德关怀》
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-26 DOI: 10.1093/jopedu/qhad072
Ross Collin
Abstract This article explores the philosopher Alice Crary’s ideas about ethics, literature, and nonhuman animals. Through studying certain works of literature, Crary writes, readers can see aspects of animals’ moral characteristics that are difficult to perceive outside of literary study. To illustrate and extend Crary’s argument, the article presents a reading of John Steinbeck’s Of Mice and Men, a novella that is taught frequently in secondary schools and that has been reevaluated by critics as offering insights into social inequality and animal welfare. Drawing upon and adapting Crary’s work, which does not address questions of pedagogy, the article describes forms of instruction that enable students reading Of Mice and Men and other works of literature to explore the moral lives of animals. Thus, a key contribution of this project is its explanation of how educators can use philosophy to open pedagogy to new ways of seeing and assessing animals’ moral characteristics.
本文探讨了哲学家爱丽丝·克拉里关于伦理、文学和非人类动物的观点。克拉里写道,通过研究某些文学作品,读者可以看到动物道德特征的某些方面,这些方面在文学研究之外很难被感知。为了说明和扩展克雷的观点,本文介绍了约翰·斯坦贝克(John Steinbeck)的《人鼠之间》(of Mice and Men),这是一本中篇小说,在中学经常被教授,评论家们重新评价它,认为它提供了对社会不平等和动物福利的见解。这篇文章借鉴并改编了克拉里的著作,并没有解决教育学的问题,而是描述了让学生在阅读《人鼠之间》和其他文学作品时探索动物道德生活的教学形式。因此,这个项目的一个关键贡献是它解释了教育者如何利用哲学来打开教育学,以新的方式来看待和评估动物的道德特征。
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引用次数: 0
From Gender Segregation to Epistemic Segregation: A Case Study of the School System in Iran 从性别隔离到认知隔离:伊朗学校制度的个案研究
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-21 DOI: 10.1093/jopedu/qhad068
Shadi Heidarifar
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.
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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引用次数: 0
The Paradox of Epistemic Ability Profiling 认知能力分析的悖论
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-19 DOI: 10.1093/jopedu/qhad066
Ashley Taylor
Abstract Intellectually disabled students face particular barriers to epistemic participation within schooling contexts. While negative forms of bias against intellectually disabled people play an important role in creating these barriers, this paper suggests that it is often because of the best intentions of educators and peers that intellectually disabled students are vulnerable to forms of epistemic injustice. The author outlines a form of epistemic injustice that operates through an educational practice widely regarded as serving the interests of intellectually disabled students. ‘Epistemic ability profiling’ involves the identification of the epistemic consequences of disability in the service of promoting students’ best interests, or to create opportunities for their participation in epistemic communities. Epistemic ability profiling is a double-edged sword: it is important that educators understand and attend to the ways in which differences in ability shape students’ epistemic agency, and yet epistemic ability profiling operates against the background of a conceptually ableist conceptual terrain. As a result, epistemic ability profiling runs the risk of legitimating structural forms of injustice against intellectually disabled people.
智力障碍学生在学校环境中面临着特殊的认知参与障碍。虽然对智障人士的负面偏见在造成这些障碍方面发挥了重要作用,但这篇论文表明,由于教育者和同龄人的良好意图,智障学生容易受到各种形式的认知不公正的影响。作者概述了一种认识上的不公正,这种不公正通过一种被广泛认为是为智障学生的利益服务的教育实践来运作。“认知能力分析”涉及识别残疾的认知后果,以促进学生的最大利益,或为他们参与认知社区创造机会。认知能力分析是一把双刃剑:教育工作者理解和关注能力差异塑造学生认知代理的方式是很重要的,然而认知能力分析是在概念上的能力主义概念地形的背景下运作的。因此,认知能力分析有可能使针对智障人士的结构性不公正形式合法化。
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引用次数: 0
Does Mills’s Epistemology Suggest a Hermeneutic Injustice of White AfroSkepticism? 米尔斯的认识论是否暗示了白人非洲怀疑论的解释学不公正?
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-18 DOI: 10.1093/jopedu/qhad065
Sheron Fraser-Burgess
Abstract Charles Mills (1997) posits an epistemology of ignorance that underwrites the complicity of Whites as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated for a subcategory of White Americans because of being socialized into a White-dominant culture of caste-based AfroSkepticism. I argue, based on Pierce’s conceptualization of doubt, as against Descartes, that AfroSkepticism is a totalizing belief system predicated on a racial group-based social epistemology and maintains a settled stance of questioning the commensurate citizenship of Blacks or American descendants of slaves. These perceived social costs warrant educational interventions that can dismantle its reasoning architecture. White AfroSkepticism poses a barrier to the teacher’s efforts to cultivate the democratic habitus in students; however, educator preparation that takes its existence into account can build on the standard classroom practices of critical social justice that promote equity, critical multicultural education, and critical thinking.
查尔斯·米尔斯(1997)提出了一种无知的认识论,认为白人是种族契约的签署人。关于白人在延续种族主义方面的共谋以及他们是否会经历认识上的不公正,有一种流行的说法。在本文中,对解释学不公正的主张,特别是进一步断言,美国白人的一个子类的道德责备被减轻了,因为他们被社会化到一个白人主导的以种姓为基础的非洲怀疑主义文化。我认为,基于皮尔斯对怀疑的概念化,与笛卡尔相反,非洲怀疑论是一种以种族群体为基础的社会认识论为基础的整体信仰体系,并坚持一种固定的立场,即质疑黑人或美国奴隶后裔的相称公民身份。这些感知到的社会成本需要教育干预,可以拆除其推理架构。白人非裔怀疑主义阻碍了教师培养学生民主习惯的努力;然而,考虑到其存在的教育者准备可以建立在促进公平、批判性多元文化教育和批判性思维的批判性社会正义的标准课堂实践之上。
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引用次数: 0
Making the Most of It: Thinking About Educational Time with Hägglund and Levinas 充分利用时间:与Hägglund和列维纳斯一起思考教育时间
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-17 DOI: 10.1093/jopedu/qhad067
Lana Parker
Abstract This paper explores the concept of time in education. It argues that the neoliberal capitalist construct of time as a resource to be deployed in service of labour—ever-accelerating—has permeated education, with implications for curriculum, teaching, and learning. To slow the effects of neoliberal capitalism in schools requires a reconsideration of time that permits both different understandings of how time is encountered and different values orienting how one spends one’s time. Using Hägglund’s argument for finitude and Levinas’ idea of time as a gift, the paper articulates the philosophical rationale and pedagogical implications for making the most of one’s educational time.
摘要本文探讨了教育中的时间概念。它认为,新自由主义资本主义将时间作为一种资源,用于为劳动力服务——不断加速——已经渗透到教育中,对课程、教学和学习产生了影响。为了减缓新自由主义资本主义在学校的影响,需要重新考虑时间,允许对如何遇到时间的不同理解和指导如何度过时间的不同价值观。利用Hägglund对有限性的论证和列维纳斯的时间作为礼物的观念,本文阐明了充分利用教育时间的哲学原理和教学意义。
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引用次数: 0
Kinopedagogy as Non-Conservative Education and Time as the Abode of Humans kinopedology是一种非保守的教育,时间是人类的居所
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-17 DOI: 10.1093/jopedu/qhad064
Stefano Oliverio
Abstract In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand-in-hand with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the child-as-migrant for the ‘cosmopolitan child’, by appropriating, in an educational key, some insights of Thomas Nail’s ‘migrant cosmopolitanism’. I shall thereby suggest an alternative view of ‘progressivity’, construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement, reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, ‘progressive’ education (in the different interpretation investigated here) is the concern to allow all of us as ‘migrants’ to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive and progress-oriented though it may be.
在本文中,通过关注时间的主题,努力理解如何思考“进步之后”的教育,即在一个进步成为问题的时代。结合克劳斯·莫伦豪尔对现代性之初“教育时代”兴起的思考,以及托马斯·波普科维茨对19世纪至今主导教育改革的“世界主义时间”的分析,我将首先探讨现代学校教育的这种时间结构(它与对儿童的具体理解密切相关)。在此背景下,我将提出一种解释性假设,即通过盗用托马斯•内尔(Thomas Nail)的“移民世界主义”(migrant cosmopolitanism)的一些见解,将所谓的“移民儿童”(child-as-migrant)取代“世界儿童”(cosmopolitan child)。因此,我将提出“进步”的另一种观点,不是按照现代发展主义的路线来解释,而是作为一种非保守主义的形式,与对时间的不稳定性(即不稳定)特征的认识联系在一起。这就需要我们重新审视亚里士多德关于时间是运动节奏的直觉,重新诠释为对那一静止状态的情感体验,没有它,就没有新事物的潜力。因此,“进步”教育(在这里调查的不同解释中)关注的是允许我们所有人作为“移民”积极地生活在我们的家园中——静态和不可预测的条件,因此,容易受到新事物的影响,而不仅仅是保持一种理所当然的精神,世界主义,包容和进步导向,尽管它可能是。
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引用次数: 1
Metaphilosophical myopia and the ideal of expansive pluralism 形而上学的短视与扩张性多元主义的理想
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-10-16 DOI: 10.1093/jopedu/qhad060
Ian James Kidd
Abstract This paper argues for the diversification of university-level philosophy curricula. I defend the ideal of expansionist pluralism and connect it to metaphilosophical myopia – problematically limited or constrained visions of the range of forms taken by philosophy. Expansively pluralist curricula work to challenge metaphilosophical myopia and one of its costs, namely, a specific kind of hermeneutical injustice, perpetrated against the communities and traditions shaped by the occluded forms of philosophy.
摘要本文主张大学哲学课程的多样化。我捍卫扩张主义多元主义的理想,并将其与形而上学的短视联系起来——对哲学所采取的形式范围的有问题的限制或约束的看法。广泛的多元主义课程致力于挑战形而上学的短视及其代价之一,即一种特定的解释学不公正,这种不公正是对被封闭的哲学形式所塑造的社区和传统所犯下的。
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引用次数: 0
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JOURNAL OF PHILOSOPHY OF EDUCATION
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