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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]
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 systems.
Epistemic advantage is a term used within feminist theory when attempting to acquire knowledge from the individual lives and experiences of different women.The term is used to describe the ways in which women, and other minority groups, are able to have a much clearer understanding of how the power structure works within a given society because they are not members of the dominant group.
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]
Potentially, a curriculum which engages with epistemic insight may also widen the pipeline from school to science and science-related careers. [9] There is also an advisory curriculum framework for teachers which illustrates what gains in epistemic insight look like at different levels across the stages of education. [10]
The research emerged in part from William G. Perry's research on the cognitive intellectual development of male Harvard College students. [1] [4] Developmental theories of epistemic cognition in this model have been developed by Deanna Kuhn and others, with a focus on the sequential phases of development characterising changes in views of knowledge and knowing.
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.
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.