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Epistemic Justice and Creative Agency by Sarah Colvin,Stephanie Galasso Pdf
Foundational theories of epistemic justice, such as Miranda Fricker's, have cited literary narratives to support their case. But why have those narratives in particular provided the resource that was needed? And is cultural production always supportive of epistemic justice? This essay collection, written by experts in literary, philosophical, and cultural studies working in conversation with each other across a range of global contexts, expands the emerging field of epistemic injustice studies. The essays analyze the complex relationship between narrative, aesthetics, and epistemic (in)justice, referencing texts, film, and other forms of cultural production. The authors present, without seeking to synthesize, perspectives on how justice and injustice are narratively and aesthetically produced. This volume by no means wants to say the last word on epistemic justice and creative agency. The intention is to open out a productive new field of study, at a time when understanding the workings of injustice and possibilities for justice seems an ever more urgent project.
Epistemic Justice and Creative Agency by Sarah Colvin,Stephanie Galasso Pdf
Foundational theories of epistemic justice, such as Miranda Fricker's, have cited literary narratives to support their case. But why have those narratives in particular provided the resource that was needed? And is cultural production always supportive of epistemic justice? This essay collection, written by experts in literary, philosophical, and cultural studies working in conversation with each other across a range of global contexts, expands the emerging field of epistemic injustice studies. The essays analyze the complex relationship between narrative, aesthetics, and epistemic (in)justice, referencing texts, film, and other forms of cultural production. The authors present, without seeking to synthesize, perspectives on how justice and injustice are narratively and aesthetically produced. This volume by no means wants to say the last word on epistemic justice and creative agency. The intention is to open out a productive new field of study, at a time when understanding the workings of injustice and possibilities for justice seems an ever more urgent project.
In this exploration of new territory between ethics and epistemology, Miranda Fricker argues that there is a distinctively epistemic type of injustice, in which someone is wronged specifically in their capacity as a knower. Justice is one of the oldest and most central themes in philosophy, but in order to reveal the ethical dimension of our epistemic practices the focus must shift to injustice. Fricker adjusts the philosophical lens so that we see through to the negative space that is epistemic injustice. The book explores two different types of epistemic injustice, each driven by a form of prejudice, and from this exploration comes a positive account of two corrective ethical-intellectual virtues. The characterization of these phenomena casts light on many issues, such as social power, prejudice, virtue, and the genealogy of knowledge, and it proposes a virtue epistemological account of testimony. In this ground-breaking book, the entanglements of reason and social power are traced in a new way, to reveal the different forms of epistemic injustice and their place in the broad pattern of social injustice.
The Routledge Handbook of Epistemic Injustice by Ian James Kidd,José Medina,Gaile Pohlhaus, Jr. Pdf
Epistemic injustice is one of the most important and ground-breaking subjects to have emerged in philosophy in recent years. By examining the way injustice can occur to individuals when they are undermined or not 'heard' on account of their gender, race or age (as in To Kill a Mockingbird), and the injustices that can occur to individuals or groups because a society lacks an entire concept, such as sexual harassment, epistemic injustice draws attention to the fundamental links between knowledge, ethics and power. The Routledge Handbook of Epistemic Injustice is an outstanding reference source to the key topics, problems and debates in this exciting subject and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five clear parts: Core Concepts; Liberatory Epistemologies and Axes of Oppression; Schools of Thought and Subfields within Epistemology; Socio-political, Ethical, and Psychological Dimensions of Knowing; Case Studies of Epistemic Injustice. As well as fundamental topics such as testimonial and hermeneutic injustice and virtue epistemology, the Handbook includes chapters on important issues such as moral imagination, objectivity and objectification, implicit bias, gender and race. Also included are chapters on areas in applied ethics and philosophy, such as media ethics, education and health care.
One of the most prolific and versatile writers of all time, Johann Wolfgang Goethe (1749–1832) made an impact that continues to extend far beyond his native Germany. The variety of human questions and experiences treated in his works is arguably without parallel. He also had (for his era) an unusually long life, which spanned the French Revolution, the end of the Holy Roman Empire and subsequent reshaping of the German-speaking world, and the rapid onset of industrial modernity. In thirty-seven short essays, leading international scholars explore Goethe's life and times, his literary works, his activity in the realms of art, philosophy and natural science, his reception of – and indeed by – other cultures, and, finally, the resonance of his work in our time. The aim of this collection is to open as many windows as possible onto Goethe's wide-ranging intellectual and practical activity, and to give a sense of his ongoing importance.
Re-Imagining Class by Michiel Rys,Liesbeth François Pdf
Unique cross-cultural and multimedial approach to class identity and precarity in literature, theatre, and film Contemporary culture not merely reflects ongoing societal transformations, it shapes our understanding of rapidly evolving class realities. Literature, theatre, and film urge us to put the question of class back on the agenda, and reconceptualize it through the lens of precarity and intersectionality. Relying on examples from British, French, Spanish, German, American, Swedish and Taiwanese culture, the contributors to this book document a variety of aesthetic strategies in an interdisciplinary dialogue with sociology and political theory. Doing so, this volume demonstrates the myriad ways in which culture opens up new pathways to imagine and re-imagine class as an economic relation, an identity category, and a subjective experience. Situated firmly within current debates about the impact of social mobility, precarious work, intersectional structures of exploitation, and interspecies vulnerability, this volume offers a wide-ranging panorama of contemporary class imaginaries.
In Centering Epistemic Injustice: Epistemic Labor, Willful Ignorance, and Knowing Across Hermeneutical Divides, Kamili Posey asks what it means for accounts of epistemic injustice to take seriously the lives and perspectives of socially marginalized knowers. The first part of this book takes up the predominant account of testimonial injustice offered by Miranda Fricker, arguing that testimonial injustice is not merely about the epistemic harms perpetrated by dominant knowers against marginalized knowers, but also about the strategies that marginalized knowers use to circumvent those harms. Such strategies expand current conceptions of epistemic injustice by centering how marginalized knowers engage and resist in hostile epistemic environments. The second part of the book examines Fricker’s concept of hermeneutical injustice, rooted in hermeneutical marginalization. Thinking alongside critics of hermeneutical injustice, Centering Epistemic Injustice explores the relationship between dominant knowing and marginalized knowing and asks if social power—including the power to shape collective resources and ways of meaning-making—makes it impossible for dominant knowers to know and “hear well” across hermeneutical divides. Finally, the book asks whether hermeneutical divides are real divides in understanding and how dominant knowers might come to be better knowers in the pursuit of a more thoroughgoing epistemic justice.
Epistemic Justice and the Postcolonial University by Amrita Pande,Ruchi Chaturvedi,Shari Daya,Sepideh Azari,Koni Benson,Hal Cooper,Athambile Masola,Kerusha Govender,Lungisile Ntsebeza,Shose Kessi,Jameelah Omar,Nomusa Makhubu,Kealeboga Ramaru,Ari Sitas,Rike Sitas Pdf
An interdisciplinary study on curriculum transformation, epistemic violence and what justice can look like in South Africa's spaces of teaching, learning and research.
Addressing Epistemic Injustice in Mental Health by Karen Newbigging,Anthony Salla,Ulla-Karin Schön,Colin King Pdf
Epistemic injustice was conceptualized by Fricker as a form of social injustice, which occurs when people’s authority ‘as a knower’ is ignored, dismissed, or marginalized. It is attracting increasing interest in the mental health field because of the asymmetries of power between people using mental health services and mental health professionals. People experiencing mental health distress are particularly vulnerable to epistemic injustice as a consequence of deeply embedded social stigma, negative stereotyping, and assumed irrationality. This is amplified by other forms of stereotyping or structural discrimination, including racism, misogyny, and homophobia. Consequently, individual testimonies may be discounted as both irrational and unreliable. Epistemic injustice also operates systemically reflecting social and demographic characteristics, such a race, gender, sexuality or disability, or age.
Decoloniality and Epistemic Justice in Contemporary Community Psychology by Garth Stevens,Christopher C. Sonn Pdf
This book examines the ways in which decolonial theory has gained traction and influenced knowledge production, praxis and epistemic justice in various contemporary iterations of community psychology across the globe. With a notable Southern focus (although not exclusively so), the volume critically interrogates the biases in Western modernist thought in relation to community psychology, and to illuminate and consolidate current epistemic alternatives that contribute to the possibilities of emancipatory futures within community psychology. To this end, the volume includes contributions from community psychology theory and praxis across the globe that speak to standpoint approaches (e.g. critical race studies, queer theory, indigenous epistemologies) in which the experiences of the majority of the global population are more accurately reflected, address key social issues such as the on-going racialization of the globe, gender, class, poverty, xenophobia, sexuality, violence, diasporas, migrancy, environmental degradation, and transnationalism/globalisation, and embrace forms of knowledge production that involve the co-construction of new knowledges across the traditional binary of knowledge producers and consumers. This book is an engaging resource for scholars, researchers, practitioners, activists and advanced postgraduate students who are currently working within community psychology and cognate sub-disciplines within psychology more broadly. A secondary readership is those working in development studies, political science, community development and broader cognate disciplines within the social sciences, arts, and humanities.
Participatory Research, Capabilities and Epistemic Justice by Melanie Walker,Alejandra Boni Pdf
This book explores the potential of participatory research and the capability approach to transform understandings of higher education. The editors and contributors illuminate the importance of epistemic in/justice as a foundation to a reflexive, inclusive and decolonial approach to knowledge, as well as its importance to democratic life and participation in higher education. Drawing together eight global case studies, the authors argue for an ecology of knowledge that expands epistemic capabilities in higher education through teaching, research and policy making. Moreover, the chapters illustrate how these epistemic capabilities can be marginalised by both institutions and structural and historical factors; as well as the potential for possibilities when spaces are opened for genuine participation and designed for a plurality of voices. This book will appeal to scholars of social justice and participatory research as well as ongoing debates around decolonising the academy.
Post-Conflict Participatory Arts by Faith Mkwananzi,F. Melis Cin Pdf
This book investigates the power of art to enhance human development and to initiate positive social change for individuals and societies recovering from conflict. Interventions aimed at reinforcing social justice and bringing communities together after conflict are often accused of being top-down, or failing to consider all groups and contexts within a society. The use of participatory arts can help to address these challenges by fostering community engagement, social cohesion, influencing public policy, and ultimately, advancing social justice. Arts-based methods can be particularly effective at reaching youth communities, providing voice and political agency to young people who are often not given a platform. Situated at the intersection of participatory arts, social and epistemic justice, this book brings together case studies from across the world to reflect on best practice for the use of bottom-up, participatory, co-produced, and co-designed arts processes in conflict settings. This book provides an important guide to the role that arts can play in addressing epistemic injustice and contributing to social justice and human development. As such, it will be of interest to international development and arts practitioners, policy makers, and to students and researchers across participatory arts, youth studies, international development, social justice, and peace and conflict studies.
The Epistemology of Protest offers a polyphonic theory of protest as a mechanism for political communication, group constitution, and epistemic empowerment. The book analyzes the communicative power of protest to break social silences and disrupt insensitivity and complicity with injustice. Philosopher José Medina also elucidates the power of protest movements to transform social sensibilities and change the political imagination. Medina's theory of protest examines the obligations that citizens and institutions have to give proper uptake to protests and to communicatively engage with protesting publics in all their diversity, without excluding or marginalizing radical voices and perspectives. Throughout the book, Medina gives communicative and epistemic arguments for the value of imagining with protest movements and for taking seriously the radical political imagination exercised in social movements of liberation. Medina's theory sheds light on the different ways in which protest can be silenced and the different communicative and epistemic injustices that protest movements can face, arguing for forms of epistemic activism that resist silencing and communicative/epistemic injustices while empowering protesting voices. While arguing for democratic obligations to give proper uptake to protest, the book underscores how demanding listening to protesting voices can be under conditions of oppression and epistemic injustice. A central claim of the book is that responsible citizens have an obligation to echo (or express communicative solidarity with) the protests of oppressed groups that have been silenced and epistemically marginalized. Studying social uprisings, the book further argues that citizens have a duty to join protesting publics when grave injustices are in the public eye.
Christine M. Cress,Stephanie T. Stokamer,Thomas J. Van Cleave,Joyce P. Kaufman
Author : Christine M. Cress,Stephanie T. Stokamer,Thomas J. Van Cleave,Joyce P. Kaufman Publisher : Taylor & Francis Page : 365 pages File Size : 48,9 Mb Release : 2023-07-03 Category : Education ISBN : 9781000972047
Faculty Service-Learning Guidebook by Christine M. Cress,Stephanie T. Stokamer,Thomas J. Van Cleave,Joyce P. Kaufman Pdf
This is a practical guide to designing, teaching, and coordinating service-learning courses, and for developing reciprocal community partnerships and community-based research through a lens of equity that addresses the endemic racial, social, economic, and environmental disparities across society. The text provides a comprehensive framework for developing both in-person and on-line service-learning, with a chapter on virtual delivery of courses that integrates the principles and practices described throughout the book. The authors uniquely integrate the how-to of conducting service-learning with the theoretical foundations to enact effective, equitable, and inclusive community engagement.Given this moment of enormous social inequality and divisiveness, the authors offer a new definition and set of educational principles that they characterize as Equity-Centered Community Engagement Excellence. These principles serve to guide academic and community engagement that is democratic, recognizes the voice and expertise of community partners, addresses the power imbalances between communities and academic institutions, and develops an educational experience that is potentially transformative and promotes civic responsibility.Informed by the literature of critical service-learning, critical race theory, intercultural communication theory, and social-constructivism, this book attempts to deconstruct the assumption of the preeminence of academic knowledge to reconstruct a new operational paradigm of equity-centeredness that validates community capacity to guide faculty in their redesign of service-learning curriculum, activities, collaborations, and scholarship. It is based on the principles of:·Student Agency (demonstrated as enhanced skills, knowledge, and motivation)·Community Efficacy (recognition of community assets and capacity-building)·Scholarly Advocacy (leveraging evidence-based research-based for equity-centered learning, serving, and social justice)The authors offer examples of syllabi, lessons and assignments, reflection questions, evaluation rubrics, as well as an array of teaching tips that illustrate strategies for use in the classroom and in the field.The book is addressed to faculty embarking on service-learning and to seasoned scholar practitioners looking for innovative ideas, as well as to campus administrators who coordinate community outreach or college student volunteer services, offering guidance on leveraging resources and fiscal support from external stakeholders. It is also designed to serve as a resource for professional development workshops and faculty scholar learning communities.It offers a rich compendium of ideas and examples from which faculty and practitioners can select exercises and elements to incorporate or adapt for their courses, whether designing short-term engagements or extended service-learning programs.
The past several decades have witnessed a surge in critiques of justice theory by gender, race, disability, post-colonial, non-Western, and other anti-oppression theorists. These theorists tend to reject ideal theory and instead engage in ‘theorizing’ that takes the details of people’s lives to be central to understanding and alleviating injustices. These theorists reveal injustices emerging from norms assumed in mainstream justice theory and uncover them to challenge liberal accounts of moral reasoning and responsibility rooted in individualist conceptions of the self. Instead, they defend a relational conception of selves as born into relationships and shaped by norms, institutions, and structures that determine needs, opportunities, and life prospects differently for different people and groups. Attention to real world circumstances of injustice reveals inequalities in power between developed and developing countries; former colonizers and those colonized within and across nations; and the powerful and marginalized/oppressed where racism, classism, sexism, heterosexism, and so on still prevail. This volume sets out to examine a range of injustices emerging from, and shaped by, histories and contexts of patriarchy, racism, colonialism, capitalism, and so on. These are the kinds of injustices that affect the lives and well-being of people at the global, national, and local levels. The chapters in this book were originally published in the Ethics and Social Welfare journal.