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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]
The Epistemology of Resistance: Gender and Racial Oppression, Epistemic Injustice, and Resistant imaginations. Oxford: Oxford University Press. ISBN 978-0-19-992902-3. Medina, José (2012). "Hermeneutical Injustice and Polyphonic Contextualism: Social Silences and Shared Hermeneutical Responsibilities". Social Epistemology. 26 (2): 201–220.
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 ...
He proposes what is known as a social-epistemic model of writing instruction, in which the socially-constructed nature of knowledge and knowing is recognized. Berlin notes that "social epistemic rhetoric views knowledge as an arena of ideological conflict," and such a writing pedagogy "offers an explicit critique of economic, political, and ...
Feminist epistemology has been in existence for over 25 years. [1] Feminist epistemology studies how gender influences our understanding of knowledge, justification and theory of knowledge; it describes how knowledge and justification disadvantage women. Feminist epistemology is derived from the terms feminism and epistemology. [2]
Intellectual responsibility (also known as epistemic responsibility) is the quality of being adequately reflective about the truth of one's beliefs. [1] People are intellectually responsible if they have tried hard enough to be reflective about the truth of their beliefs, aiming not to miss any information that would cause them to abandon those beliefs as false.
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.
Crawford (1992) and Hudley and Mallinson (2012) state that non-White students may struggle in school and in life due to their races’ and cultures’ marginalization in curriculum. [ 12 ] [ 20 ] In "An Analysis of Textbooks Relative to the Treatment of Black Americans," Allen raises concerns about the lack of opportunities to see themselves as ...