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The epistemic privilege thesis states that there is some epistemic advantage to being in a position of marginalization. [3] In response to critiques that early standpoint theory treated social perspectives as monolithic or essentialized, social theorists understand standpoints as multifaceted rather than unvarying or absolute. [4]
Epistemic injustice is injustice related to knowledge. It includes exclusion and silencing ; systematic distortion or misrepresentation of one's meanings or contributions; undervaluing of one's status or standing in communicative practices; unfair distinctions in authority; and unwarranted distrust.
Rhodes Must Fall movement is said to have been motivated by a desire to decolonize knowledge and education in South Africa. [1] Decolonization of knowledge (also epistemic decolonization or epistemological decolonization) is a concept advanced in decolonial scholarship [note 1] [note 2] that critiques the perceived hegemony of Western knowledge ...
Epistemology is the branch of philosophy that examines the nature, origin, and limits of knowledge.Also called "theory of knowledge", it explores different types of knowledge, such as propositional knowledge about facts, practical knowledge in the form of skills, and knowledge by acquaintance as a familiarity through experience.
Epistemic privilege or privileged access is the philosophical concept that certain knowledge, such as knowledge of one's own thoughts, can be apprehended directly by a given person and not by others. [1] This implies one has access to, and direct self-knowledge of, their own thoughts in such a way that others do not. [2]
Epistemic motivation derives from the broader theory of lay epistemics, which addresses the processes in which individuals form their knowledge in regards to varied topics, such as all possible contents of knowledge, including attitudes, beliefs, causal attributions, impressions, opinions, statistical inferences, and stereotypes.
A collection of papers on epistemic insight was published in 2017 by The Association for Science Education in a themed section of School Science Review called Epistemic Insight: The power and limitations of science. [11]
Sandra G. Harding (born 1935) is an American philosopher of feminist and postcolonial theory, epistemology, research methodology, and philosophy of science.She directed the UCLA Center for the Study of Women from 1996 to 2000, and co-edited Signs: Journal of Women in Culture and Society from 2000 to 2005.