This dissertation maps the role of testimonial injustice in education and the role of pedagogy in addressing knowledge injustices. Drawing from the disciplinary positions of philosophy of education and social justice education, this dissertation provides an analysis of student academic work to explore intergroup dialogue pedagogy. Specifically, this dissertation investigate if and how the education practice of intergroup dialogue pedagogy can facilitate epistemic justice. This analysis combines philosophical inquiry and document analysis to describe the ways in which practices of learning are related to social identifications. Finally, this dissertation offers applications of this theoretical analysis of epistemic justice for education practice and research.
","abstract_html":"<p>This dissertation maps the role of testimonial injustice in education and the role of pedagogy in addressing knowledge injustices. Drawing from the disciplinary positions of philosophy of education and social justice education, this dissertation provides an analysis of student academic work to explore intergroup dialogue pedagogy. Specifically, this dissertation investigate if and how the education practice of intergroup dialogue pedagogy can facilitate epistemic justice. This analysis combines philosophical inquiry and document analysis to describe the ways in which practices of learning are related to social identifications. Finally, this dissertation offers applications of this theoretical analysis of epistemic justice for education practice and research.</p>","abstract_has_math":false,"creators":["Nastasi, Azam Wendy"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Cultural Foundations of Education","degree_department":null,"school":null,"contributors":["Gretchen E. Lopez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-06-29T07:00:00Z","date_published":"2018-06-29T07:00:00Z","updated_at":"2026-07-24T04:55:27Z","subjects":["critcal race","epistemic injustice","intergroup dialogue","philosophy of education","social justice","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://surface.syr.edu/etd/907","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gretchen E. Lopez"]},{"key":"dc:creator","label":"Author","values":["Nastasi, Azam Wendy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Cultural Foundations of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critcal race","epistemic injustice","intergroup dialogue","philosophy of education","social justice","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://surface.syr.edu/etd/907"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation maps the role of testimonial injustice in education and the role of pedagogy in addressing knowledge injustices. Drawing from the disciplinary positions of philosophy of education and social justice education, this dissertation provides an analysis of student academic work to explore intergroup dialogue pedagogy. Specifically, this dissertation investigate if and how the education practice of intergroup dialogue pedagogy can facilitate epistemic justice. This analysis combines philosophical inquiry and document analysis to describe the ways in which practices of learning are related to social identifications. Finally, this dissertation offers applications of this theoretical analysis of epistemic justice for education practice and research.
"]},{"key":"dc:title","label":"Title","values":["WE KNOW, NOW WHAT? TEACHING, LEARNING, (UN)KNOWING AND EDUCATING TOWARD EPISTEMIC JUSTICE"]}]}],"canonical_facts":{"dc:contributor":["Gretchen E. Lopez"],"dc:creator":["Nastasi, Azam Wendy"],"dc:description.abstract":["This dissertation maps the role of testimonial injustice in education and the role of pedagogy in addressing knowledge injustices. Drawing from the disciplinary positions of philosophy of education and social justice education, this dissertation provides an analysis of student academic work to explore intergroup dialogue pedagogy. Specifically, this dissertation investigate if and how the education practice of intergroup dialogue pedagogy can facilitate epistemic justice. This analysis combines philosophical inquiry and document analysis to describe the ways in which practices of learning are related to social identifications. Finally, this dissertation offers applications of this theoretical analysis of epistemic justice for education practice and research.
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