A conceptual analysis of student voice exclusion in Higher Education testimony through the decolonization of Fricker’s epistemic injustice

The inclusion of student voices in pedagogical practice has been on educational agendas for decades. Nevertheless, student voices remain excluded. Situated within the philosophy of education, this conceptual study constructs a theoretical account that provides one way to understand why student voices in higher education are excluded from pedagogical practice. Using the literature from decolonial thinking and the epistemology of testimony to decolonize Miranda Fricker's (2007) account of epistemic injustice, this thesis examines the role of knowledge in epistemic practices and how it functions in higher education testimony to dominate, silence, and obscure student voices. <br/><br/><br/>

Name dc:type.qualificationname

Doctor of Philosophy

Level dc:type.qualificationlevel

Doctoral Thesis

Grantor dc:publisher.institution

Queen's University Belfast

Year dc:date.issued

2021

Author dc:creator

• Rose, Jennifer

Advisors dc:contributor.advisor

• MacKenzie, Alison
• Thurston, Allen

• Student voice inclusion
• exclusion
• epistemic injustice
• testimony
• voice
• social epistemology

Language dc:language

eng

Identifier

oai:pure.qub.ac.uk/portal:studenttheses/3d124630-1ad0-47a6-868d-c7d0b76c2baf

OAI identifier oai:identifier

oai:pure.qub.ac.uk/portal:studenttheses/3d124630-1ad0-47a6-868d-c7d0b76c2baf