{"title":"认识论上的偏差、认识论上的排斥和机会的丧失:印度理科课堂上穆斯林变性学生被异化和非人化的案例研究","authors":"Sayantan Datta","doi":"10.1177/09731849231206226","DOIUrl":null,"url":null,"abstract":"This article sheds light on the registers of violence through which people from marginalised groups—especially non-normative or minoritised collectivities of gender, sex and religion—are constructed as outsiders in science higher education in India. Further, this article delineates the production and construction of a ‘normal’ sex/gender in a science classroom as distinct from a ‘biological’ sex/gender. Towards these goals, this article uses autobiographical narratives of a Muslim intersex transgender (trans) individual pursuing their masters in a science institution in Bengaluru, India, which it analyses using sociology of science and psychoanalytic lenses to articulate these mechanisms as the construction of the ‘epistemological deviant’ and the employment of ‘epistemic abjection’.","PeriodicalId":37486,"journal":{"name":"Contemporary Education Dialogue","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Epistemological Deviant, Epistemic Abjection and Lost Opportunities: A Case Study of a Muslim Trans Intersex Student’s Othering and Dehumanisation in an Indian Science Classroom\",\"authors\":\"Sayantan Datta\",\"doi\":\"10.1177/09731849231206226\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article sheds light on the registers of violence through which people from marginalised groups—especially non-normative or minoritised collectivities of gender, sex and religion—are constructed as outsiders in science higher education in India. Further, this article delineates the production and construction of a ‘normal’ sex/gender in a science classroom as distinct from a ‘biological’ sex/gender. Towards these goals, this article uses autobiographical narratives of a Muslim intersex transgender (trans) individual pursuing their masters in a science institution in Bengaluru, India, which it analyses using sociology of science and psychoanalytic lenses to articulate these mechanisms as the construction of the ‘epistemological deviant’ and the employment of ‘epistemic abjection’.\",\"PeriodicalId\":37486,\"journal\":{\"name\":\"Contemporary Education Dialogue\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-12-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Education Dialogue\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/09731849231206226\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Education Dialogue","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/09731849231206226","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
Epistemological Deviant, Epistemic Abjection and Lost Opportunities: A Case Study of a Muslim Trans Intersex Student’s Othering and Dehumanisation in an Indian Science Classroom
This article sheds light on the registers of violence through which people from marginalised groups—especially non-normative or minoritised collectivities of gender, sex and religion—are constructed as outsiders in science higher education in India. Further, this article delineates the production and construction of a ‘normal’ sex/gender in a science classroom as distinct from a ‘biological’ sex/gender. Towards these goals, this article uses autobiographical narratives of a Muslim intersex transgender (trans) individual pursuing their masters in a science institution in Bengaluru, India, which it analyses using sociology of science and psychoanalytic lenses to articulate these mechanisms as the construction of the ‘epistemological deviant’ and the employment of ‘epistemic abjection’.
期刊介绍:
Contemporary Education Dialogue serves as an independent open forum for researchers and practitioners to sustain a critical engagement with issues in education by engendering a reflective space that nurtures the discipline and promotes inter-disciplinary perspectives. The peer-reviewed journal allows for a refinement of theoretical and practical basis for improving the quality of education, furthering the opportunity to directly create reflective classroom practices. It invites contributions by academicians, policy-makers and practitioners on various topics related to education, particularly elementary education. Discussions and responses to published articles are also welcome.