Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions

Autor/inn/en	Brust, Caitlin Murphy; Taylor, Rebecca M.
Titel	Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions
Quelle	In: Educational Theory, 73 (2023) 4, S.551-571 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12593
Schlagwörter	Resistance (Psychology); Epistemology; Social Justice; Higher Education; College Faculty; Teacher Responsibility; Predominantly White Institutions + Suchen Sie Ihr Suchwort? Resistenz; Erkenntnistheorie; Soziale Gerechtigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrverpflichtung
Abstract	In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single-handedly transform their epistemic environment. The roots of such injustices are structural and thus require structural interventions. However, college educators do retain some agency to engage in epistemic resistance. Brust and Taylor argue that they can and should take steps to foster just relations within the epistemic communities of their classrooms -- calling for pedagogy that both recognizes the unjust features of the broader epistemic environment and responds to the unique forms of epistemic injustice that manifest in the classroom, with particular attention to seminar-style courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01