{"title":"教育政策中的认知不公平:结构性贡献不公平的解释","authors":"Megan L Bogia","doi":"10.1093/jopedu/qhad070","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Epistemic injustice in educational policy: An account of structural contributory injustice\",\"authors\":\"Megan L Bogia\",\"doi\":\"10.1093/jopedu/qhad070\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":47223,\"journal\":{\"name\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-10-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"JOURNAL OF PHILOSOPHY OF EDUCATION\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1093/jopedu/qhad070\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF PHILOSOPHY OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/jopedu/qhad070","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.