Epistemic Injustice and Cultural Processes in Education

Date

2021-01-01

Author

Göktürk Ağın, Duygun

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

293
views

0
downloads

This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice. Insight into the cultural processes and the concept of epistemic injustice direct us to the conceptualization of agency of the actors within the educational domain and the institutionalized relations of domination and recognition. The article employs two cultural processes: identification (stigmatization and racialization) and rationalization (standardization and evaluation) and two epistemic injustice models: testimonial and hermeneutical injustice to understand the production of inequalities and relations of domination in a school setting (Lamont, Beljean and Clair, 2014; Fricker, 2017). This goal is animated by this research question: “How to understand the production of inequalities in a school setting through cultural processes and epistemic injustice?” Taking into account cultural processes and epistemic injustice, this article argues that the literature on education should include diverse epistemic approaches to problematize the ways of the transmission of structural inequalities in society to education and how these inequality forms are complementary to current practices. This article indicates that cultural processes and epistemic injustice forms should be taken into consideration in understanding the production and maintenance of inequalities in education.

Subject Keywords

cultural processes, identification, stigmatization, epistemic injustice, inequality

URI

https://hdl.handle.net/11511/88473

Journal

Kastamonu Üniversitesi Kastamonu Eğitim Dergisi

DOI

https://doi.org/10.24106/kefdergi.732138

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

An assessment of Turkish elementary teachers in the context of education for sustainable development Sağdıç, Ali; Şahin, Elvan (2016-06-01) The purpose of the current study is to describe beliefs, perceived barriers and teaching strategy preference of elementary teachers with respect to education for sustainable development. The sample of research survey consisted of 211 elementary teachers who are also participant of projects on environmental education entitled Green Pack and Eco-schools. The data were collected by three different scale entitled “beliefs on education for sustainable development scale”, “barriers towards education for sustainab...
Critical reasoning for social justice: moral encounters with the paradoxes of intercultural education Tochon, Francois V.; Karaman, Abdullah Cendel (2009-07-01) The concepts and goals that are relied on in intercultural development programs have not been clearly situated in the social contexts of education. ‘Steps’ and ‘strategies’ are applied with varied interpretations to different subject areas. In preparing individuals for encounters with cultural otherness, these approaches often fall short. This article investigates the paradoxical terms of intercultural development and re‐conceptualizes intercultural reasoning within moral and critical dimensions of educatio...
Critical Awareness in a Materials Analysis and Development Course Tezgiden Cakcak, Sebahat Yasemin (null; 2019-02-15) Recognizing the political nature of teaching English, critical applied linguists have called for including issues of inequality, injustice, social stratification, gender, poverty, exploitation or environmental destruction in language education (Doğançay-Aktuna, 2006; Grabe, Stoller & Tardy, 2001; Gray, 2013; Pennycook, 1994, 2000; Vergera, 2014). This paper tells the story of an attempt to address issues of inequality and injustice through a critical materials analysis and development course in a pre-servic...
Time poverty and the poverty of economics Ghosh, Jayati (Orta Doğu Teknik Üniversitesi (Ankara, Turkey), 2001-4) In this paper I take up one particular aspect of deprivation that is often ignored or given less significance in discussions relating to poverty and inequality: that of time poverty. I will argue that ignoring this important dimension of poverty results from a related and possibly more substantive deficiency: the inadequate conception of what constitutes work that underlies much of our empirical data collection and our policies and programmes. This in turn has many adverse implications in terms of gend...
30 years of gender inequality and implications on curriculum design in open and distance learning Koseoglu, Suzan; Öztürk, Tuğba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras (2020-01-01) Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as ...

Citation Formats

D. Göktürk Ağın, “Epistemic Injustice and Cultural Processes in Education,” Kastamonu Üniversitesi Kastamonu Eğitim Dergisi, pp. 218–227, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88473.