Epistemic Violence: Conceptualizations of Learning for Subjugation, Marginalization, and Compliance

• In Event: AERA Poster Session 8
  In Poster Session: Critical Educators for Social Justice Poster Session

Abstract

What we think impacts what we do, and how we conceptualize learning impacts how we go about the work of teaching and learning. This study was an empirical investigation of conceptualizations of learning among learning scientists and STEM educators, and how their conceptualizations impact their practices. This study found that the Transfer/Acquisition conceptualization of learning is a form of epistemic violence which contains mechanisms for subjugation, marginalization, and compliance. The Construction/Becoming conceptualization is compatible with critical pedagogy and can be a powerful starting point, but critical educators must engage learners in actively and purposefully interrogating and disrupting the Transfer/Acquisition conceptualization.

Author

• Jonan P. Donaldson, Texas A&M University - College Station