Epistemic injustice and unwellness in the classroom

Creating knowledge like we matter

Bibliographic Data

ID6445859
AuthorsPhilippa Mullins (0000-0002-6975-1449, American University of Armenia, corresponding author)
Year2024
Volume17
Issue3
Pages389-399
Publication date2024-05-29
Open AccessYes
TypeARTICLE
VenuePower and Education (JOURNAL)
Journal identifiersISSN: 1757-7438 • E-ISSN: 1757-7438
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/17577438241252980
OpenAlexW4399131101
LanguageEN
References cited16

In this essay, I reflect on my experience teaching graduate classes on social justice in Yerevan. Here, an important part of the experience of injustice is epistemic. By this, I mean that students’ discourses of injustice often centre around their perception of other peoples’ lack of and/or refusal of their knowledge and consequent misrepresentation of current – and past – events. This form of epistemic injustice is layered upon experiences of war, loss, and dislocation which drive many students to take up graduate studies in social justice. In response, I consider the nature of the unwellness created by the intertwining of this experience and the epistemic injustice perpetuated around and about it. I discuss troubles in the reception and misuse of context. Subsequently, I think about how we can challenge this unwellness through how we create knowledge as a learning community. Rather than producing rules, I propose touchstones which might guide us to create knowledge as though our ‘ we’ – in community of difference – matters, and as though we, in fact, matter

Epistemology · Knowledge level · Mathematics education · Pedagogy · Sociology · Critical Race Theory in Education · Global Educational Policies and Reforms · Philosophy · Psychology · Qualitative Research Methods and Ethics

Tools

Open DOIOpen Access