Failures and possibilities of epistemic justice, with some implications for higher education
Bibliographic Data
| ID | 12905758 |
|---|---|
| Authors | M Walker (0000-0002-7859-6380, University of the Free State, corresponding author) |
| Year | 2018 |
| Volume | 61 |
| Issue | 3 |
| Pages | 263-278 |
| Publication date | 2018-05-18 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2018.1474774 |
| OpenAlex | W2804125144 |
| Language | EN |
| Citations received | 23 |
| References cited | 16 |
This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education
Citizen journalism · Critical consciousness · Democracy · Economic Justice · Environmental ethics · Epistemology · Injustice · Pedagogy · Political science · Politics · Sociology · Testimonial · Transformative learning · African cultural and philosophical studies · Feminist Epistemology and Gender Studies · Higher Education Practises and Engagement · Law · Philosophy
Narratives of ‘stuckness’ among North–South academic migrants in Thailand
Surviving carelessness and disposability in British higher education
Highs, Lows and Turning Points in Marginalised Transitions and Experiences of Noncompletion amongst Pushed Dropouts in South African Higher Education
Assessment and epistemic (in)justice
Race talk and white normativity
On the affective threshold of power and privilege
Epistemic agency
Disobedience, (dis)embodied knowledge management, and decolonization
Intergenerational Formative Epistemic Injustice
Towards a social and epistemic justice approach for exploring the injustices of English as a Medium of Instruction in basic education
From Cultivation to Consciousness
“We’ve got a sisterhood …”
Participatory action research
Imagining inclusion in the university setting
Academic identities and socio-spatial exclusions of academics with disabilities
Westernization or internationalization? Academic expectations and challenges faced by international postgraduates in China
Education as justice
Encounters with coloniality
Towards understanding the influence of rurality on students’ access to and participation in higher education
Comparative Inclusion
Education, Sustainability and Social Justice
Beyond access
Defending the Need for a Foundational Epistemic Capability in Education
Varieties of Epistemic Injustice 1
Some Varieties of Epistemic Injustice
Hermeneutical Injustice and Polyphonic Contextualism
Epistemic Contribution as a Central Human Capability
Black Power in South Africa
The Idea of Justice
Towards a Critical Sociology of Democracy
Political Agency and Capabilities Formation Through Participatory Action Research
| Unique citing works | 23 |
|---|---|
| Citations per year | 3,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |