Hermeneutical Injustice and Liberatory Education
Hermeneutical Injustice and Liberatory Education
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诠释学的不公正与解放教育
DOI：
10.1111/sjp.12268
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发表时间：
2018
影响因子：
0.5
通讯作者：
Benjamin Elzinga
中科院分区：
文献类型：
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作者：
Benjamin Elzinga
当一个社会群体的成员被边缘化而无法进行有意义的实践时，社会成员所能获得的解释资源出现了缺口。在本文中，我解决了两个问题，解释学的不公正是undertheorized在最近的文献：（1）我们的意思是，当我们说，有人缺乏解释资源，使意义的经验？（2）边缘化个体如何发展解释性资源？针对（1），我认为缺乏解释资源就是缺乏概念技能或知识。为了回应（2），我借鉴了吉尔伯特·赖尔和安迪·克拉克的研究成果，并提供了一个模型，说明边缘化个体如何通过命名他们的共同经验并将其作为一种工具来构建彼此的概念表现来发展新的概念技能。与此同时，我借鉴盖尔Pohlhaus和克里斯蒂Dotson的工作，以显示这些做法的成功，只有通过在不同的社会群体的认知权力的重新分配。
Hermeneutical injustice occurs when there is a gap in the interpretive resources available to members of a society due to the marginalization of members of a social group from sense‐making practices. In this paper, I address two questions about hermeneutical injustice that are undertheorized in the recent literature: (1) what do we mean when we say that someone lacks the interpretive resources for making sense of an experience? and (2) how do marginalized individuals develop interpretive resources? In response to (1), I argue that to lack interpretive resources is to lack conceptual skill or know how. In response to (2), I draw on resources from Gilbert Ryle and Andy Clark and provide a model of how marginalized individuals develop new conceptual skills by naming their shared experience and using it as a tool for scaffolding each other's conceptual performance. At the same time, I draw on the work of Gaile Pohlhaus and Kristie Dotson to show how these practices succeed only through the redistribution of epistemic power across differently situated social groups.