Working Toward a More Just Pedagogy: Epistemic Justice and Epistemic Resistance as Educational Aims

• In Event: 31.070 - Epistemic Justice and Education

Abstract

While many educational injustices that students face are structural and require a long-term commitment to changing certain institutional structures, we should not discount the fact that educators are still able to make some decisions that have real effects on students. If we want educators to make decisions that disrupt, rather than reproduce, these injustices, then we should ask: what kind of educational aims can provide more just educational experiences for students and educators? What kinds of conceptual tools can support educators in achieving this aim? I discuss the potential of combining a Deweyian conception of educational aims with Fricker’s (2007) account of epistemic injustice to create a set conceptual tools, or means, for developing a more just pedagogy.

Author

• emily howe, University of Pittsburgh