WE KNOW, NOW WHAT? TEACHING, LEARNING, (UN)KNOWING AND EDUCATING TOWARD EPISTEMIC JUSTICE

<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>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Cultural Foundations of Education

Year

2018

Author dc:creator

• Nastasi, Azam Wendy

Contributors dc:contributor

• Gretchen E. Lopez

• critcal race
• epistemic injustice
• intergroup dialogue
• philosophy of education
• social justice
• Education

Repository record dc:identifier

https://surface.syr.edu/etd/907

OAI identifier oai:identifier

oai:surface.syr.edu:etd-1908