教育政策中的认知不公平:结构性贡献不公平的解释

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-27 DOI:10.1093/jopedu/qhad070
Megan L Bogia
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引用次数: 0

摘要

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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Epistemic injustice in educational policy: An account of structural contributory injustice
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.
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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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