认知能力分析的悖论

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-19 DOI:10.1093/jopedu/qhad066
Ashley Taylor
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引用次数: 0

摘要

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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The Paradox of Epistemic Ability Profiling
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.
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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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