Failures and possibilities of epistemic justice, with some implications for higher education
Failures and possibilities of epistemic justice, with some implications for higher education
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认知正义的失败和可能性，对高等教育的一些影响
DOI：
10.1080/17508487.2018.1474774
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发表时间：
2020
影响因子：
3.9
通讯作者：
M. Walker
中科院分区：
文献类型：
--
作者：
M. Walker
摘要本文以20世纪60年代和70年代南非的一场政治运动为例，探讨了认识正义的可能性和失败条件在实践中的表现。它提供了一个跳板，以了解如何以及为什么认识正义的失败非常重要的民主和包容性的生活，以及如何历史的例子可以指向我们在高等教育的方向，作为一个空间阿马蒂亚森的纠正不公正，如果由米兰达的弗里克的核心能力的认识贡献正在提供给所有的教学。本文涉及黑人意识反对种族隔离的思想，实践和行动，作为南非的一种解释学和证明不公正，两者都有一个给予和接受的关系结构，正如弗里克所说，何塞·梅迪纳通过扩展结构来阐述，包括沟通和参与。然后，本文展示了这些概念框架的重要性，以变革性的高等教育实践，以及这些做法如何可能有助于在高等教育更多的认识正义。
ABSTRACT 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.