Epistemic Hierarchies and Epistemic Violence in/Through Citizenship Education: Teacher Perspectives and Practices

• In Event: Critical Perspectives on Democratic Education

Abstract

In addition to the networked knowledge landscape marked by competing versions of facts and an attention economy, the structure of settler colonialism is also deeply implicated in the current epistemic crisis. While knowledge process is a key element in the development of political agency and a key goal of democratic citizenship education, little scholarly attention has been paid to epistemic violence—how the field itself enacts it nor the space it is ascribed as explicit curriculum. This paper reports findings from an interview-based qualitative case study conducted with secondary school citizenship educators in Toronto, Canada. The authors analyzed the data using indicators of epistemic reflexivity (ER) and they report findings focused on the theme of epistemic hierarchies and epistemic violence.

Authors

• Angela M. Vemic, OISE/University of Toronto
  Presenting Author

• Joshua Mogyoros, University of Toronto
  Presenting Author