Disrupting Epistemic Injustice in Education Research through Digital Platforms and Public Scholarship

Autor/inn/en	Quantz, Mary; Buell, Jason Y.
Titel	Disrupting Epistemic Injustice in Education Research through Digital Platforms and Public Scholarship
Quelle	In: Critical Questions in Education, 10 (2019) 2, S.120-134 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Epistemology; Social Justice; Educational Research; Scholarship; Social Media; Information Dissemination + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Soziale Gerechtigkeit; Bildungsforschung; Pädagogische Forschung; Scholarships; Stipendium; Soziale Medien; Informationsverbreitung
Abstract	Traditional education scholarship has historically excluded or silenced knowledges from disenfranchised communities that are deeply impacted by education research, policy, and practice, contributing to the epistemic injustice they experience. In this article we argue that research-intensive public universities should be committed to addressing epistemic injustice in education research by using digital platforms, such as fully open-access online journals for public scholarship on education, that uplift and center voices that are typically excluded from education research and discourse. We outline three principles of epistemically just practices by which a fully open-access online journals should be organized in order to promote educational equity informed by diverse contributors. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01