Добірка наукової літератури з теми "Epistemic inequality"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Epistemic inequality".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Статті в журналах з теми "Epistemic inequality":
1
Pohlhaus, Gaile. "Propaganda, Inequality, and Epistemic Movement." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (November 16, 2016): 345. http://dx.doi.org/10.1387/theoria.16450.
Анотація:
I analyze Jason Stanley’s model for how propaganda works, paying close attention to Stanley’s own rhetoric. I argue that Stanley’s language be supplemented with a vocabulary that helps us to attend to what sorts of things move democratic knowers (epistemically speaking), what sorts of things do not, and why. In addition, I argue that the reasonableness necessary for considering the views of others within democratic deliberation ought to be understood, not as an empathic, but as an interactive capacity. Finally, I critique some of the ways in which Stanley speaks about the marginalized populations he aims to support.
2
Cusick, Carolyn. "Epistemic Inequality and Educating Friendship." Philosophy in the Contemporary World 28, no. 2 (2022): 42–57. http://dx.doi.org/10.5840/pcw202228210.
Анотація:
This essay follows Fiala’s hopefulness and his analysis of the coordination of a trio of actors needed for tyranny to succeed with a suggestion that preventing tyranny requires also a collective understanding, and education, of the coordination of citizens needed to create and sustain a democracy. Just as no one person can succeed at becoming a tyrant on their own, no one can achieve democracy on their own. Democracy is group work, conducted through epistemic interdependence, trust, and political friendships.
3
Go, Julian. "Decolonizing Sociology: Epistemic Inequality and Sociological Thought." Social Problems 64, no. 2 (April 4, 2017): 194–99. http://dx.doi.org/10.1093/socpro/spx002.
4
Stanley, Jason. "Precis of How Propaganda Works." THEORIA. An International Journal for Theory, History and Foundations of Science 31, no. 3 (November 16, 2016): 287. http://dx.doi.org/10.1387/theoria.16512.
Анотація:
The overarching goal of How Propaganda Works is to provide an argument that democracy requires material equality. My aim was to forge an argument for this view without premises about morality or justice. I do so by arguing that material inequality, like other forms of inequality, has pernicious epistemic effects. Inequality results in anti-democratic flawed ideologies, such as the ideology of meritocracy, and the ideology underlying the division of labor, the subjects of the last two chapters. Propaganda plays crucial roles both in preventing us from recognizing these epistemic harms, in the form of demagoguery, and in repairing them, in the form of civic rhetoric.
5
Verloo, Mieke. "Gender Knowledge, and Opposition to the Feminist Project: Extreme-Right Populist Parties in the Netherlands." Politics and Governance 6, no. 3 (September 14, 2018): 20–30. http://dx.doi.org/10.17645/pag.v6i3.1456.
Анотація:
This article aims to better understand current opposition to feminist politics by analyzing positions of extreme-right populist parties on gender knowledge, “explicit and implicit representations concerning the differences between the sexes and the relations between them, the origins and normative significance of these, the rationale and evidence underpinning them and their material form” (Cavaghan, 2017, p. 48). These understandings contribute to constructing a societal truth on gender and/or to setting the terms of the political debate about gender issues. This article introduces and uses the theoretical concept of episteme to highlight the systematic nature of discursive institutional settings, and the role knowledge and truth production plays in processes reproducing or countering gender inequality. The article analyzes the positions of extreme-right populist parties in the Netherlands and their discursive attacks on the feminist project in the Netherlands, in which these opponents use a redefined concept of ‘cultural Marxism’. Through this analysis, the article illustrates the theoretical argument that epistemic dynamics play a strong role in opposition to feminist politics, that the shifting epistemic framing of science is important in these oppositions and that more comprehensive attention for the epistemic dimension is needed.
6
Go, Julian. "Race, Empire, and Epistemic Exclusion: Or the Structures of Sociological Thought." Sociological Theory 38, no. 2 (June 2020): 79–100. http://dx.doi.org/10.1177/0735275120926213.
Анотація:
This essay analyzes racialized exclusions in sociology through a focus on sociology’s deep epistemic structures. These structures dictate what counts as social scientific knowledge and who can produce it. A historical analysis of their emergence and persistence reveals their connections to empire. Due to sociology’s initial emergence within the culture of American imperialism, early sociological thought embedded the culture of empire’s exclusionary logics. Sociology’s epistemic structures were inextricably racialized, contributing to exclusionary modes of thought and practice along the lines of race, ethnicity, and social geography that persist into the present. Overcoming this racialized inequality requires problematizing and unsettling these epistemic structures by (1) provincializing the canon to create a transformative epistemic pluralism and (2) reconsidering common conceptions of what counts as “theory” in the first place.
7
Cook-Lundgren, Emily, Ishbel McWha-Hermann, and Thomas Stephen Calvard. "Expatriate-Local Inequality as Epistemic Dominance in International Development Organizations." Academy of Management Proceedings 2020, no. 1 (August 2020): 17352. http://dx.doi.org/10.5465/ambpp.2020.17352abstract.
8
Moore, Alfred. "Deliberative elitism? Distributed deliberation and the organization of epistemic inequality." Critical Policy Studies 10, no. 2 (April 2, 2016): 191–208. http://dx.doi.org/10.1080/19460171.2016.1165126.
9
Wylie, Alison. "Social Constructionist Arguments in Harding'sScience and Social Inequality." Hypatia 23, no. 4 (December 2008): 201–11. http://dx.doi.org/10.1111/j.1527-2001.2008.tb01441.x.
Анотація:
Harding's aim in Science and Social Inequality is to integrate the insights generated by diverse critiques of conventional ideals of truth, value freedom, and unity in science, and to chart a way forward for the sciences and for science studies. Wylie assesses this synthesis as a genre of social constructionist argument and illustrates its implications for questions of epistemic warrant with reference to transformative research on gender-based discrimination in the workplace environment.
10
Bar-Itzhak, Chen. "Intellectual Captivity." Journal of World Literature 5, no. 1 (February 14, 2020): 79–110. http://dx.doi.org/10.1163/24056480-00403400.
Анотація:
Abstract This essay concerns the unequal distribution of epistemic capital in the academic field of World Literature and calls for an epistemic shift: a broadening of our theoretical canon and the epistemologies through which we read and interpret world literature. First, this epistemic inequality is discussed through a sociological examination of the “world republic of literary theory,” addressing the limits of circulation of literary epistemologies. The current situation, it is argued, creates an “intellectual captivity,” the ethical and political implications of which are demonstrated through a close reading of the acts of reading world literature performed by scholars at the center of the field. A few possible solutions are then suggested, drawing on recent developments in anthropology, allowing for a redistribution of epistemic capital within the discipline of World Literature: awareness of positionality, reflexivity as method, promotion of marginal scholarship, and a focus on “points of interaction.”
Дисертації з теми "Epistemic inequality":
1
Hoffmann, Nimi. "The knowledge commons, pan-Africanism, and epistemic inequality: a study of CODESRIA." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/60303.
Анотація:
This study is about the Council for the Development of Social Science Research in Africa (CODESRIA). Conceived in 1964 and formalised in 1973, CODESRIA is the longest-standing pan-African intellectual organisation on the continent. It was established with the primary objective of fostering greater collaboration between African scholars, and has acquired a reputation for challenging the marginalisation and fragmentation of African scholarship. However, there has been no systematic account of this important organisation. This study aims to cast light on this organisation and its intellectual contributions in the post-independence period. It examines CODESRIA as a knowledge commons - a community of scholars that creates, manages and shares intellectual goods outside of the state and the market. It asks: what factors have shaped CODESRIA as a pan-African knowledge commons in the context of epistemic inequality? As a way of answering this question, it examines three key debates: the different meanings of pan-Africanism in CODESRIA, CODESRIA’s defence of the academic project during structural adjustment, and African feminists’ struggles to change CODESRIA. These debates exemplify the ways in which different generations of African scholars in the post - independence period have sought to make sense of and respond to the problems of inequality - both outside of CODESRIA and within CODESRIA. This thesis approaches CODESRIA as a case study. It combines a document analysis with semi-structured interviews to construct and critique key intellectuals' understandings of the organisational design and practices of CODESRIA, the nature of its community and intellectual work. It supplements this with a descriptive analysis of CODESRIA’s bibliometric and administrative data. The study finds that CODESRIA has forged a distinctive form of pan-Africanism that offers a non-governmental and intellectual alternative to state-centric and bureaucratic forms of pan-Africanism. As a powerful counter-narrative to prevailing ideas of African intellectual inferiority, pan-Africanism has been an important motivational source for establishing and cohering CODESRIA’s community. Although its pan-African organisational form has been complicated by the enduring influence of colonial frameworks and limited by the the material and institutional weaknesses of African universities, it has nevertheless acted as a mode of collective enquiry for troubling and expanding the colonial conception of Africa. This study further finds that structural adjustment fundamentally reshaped the intellectual and material underpinnings of CODESRIA with complex and ambiguous results. In the short term, CODESRIA’s analysis of structural adjustment led to considerable intellectual and organisational innovation so that it grew in size and influence. In the long-run, however, structural adjustment eroded the public universities upon which CODESRIA relied. This eroded the mechanisms to maintain its intellectual vigour and democratic character, and increased CODESRIA’s dependency on donors. The study also finds that the struggles of feminist scholars to change unequal gender norms in CODESRIA have been a source of significant intellectual and organisational renewal. Contestations over gender inequality within CODESRIA have given rise to a distinctive form of African feminism, which emphasises the historicity of gender relations in ways that reject essentialist and teleological accounts of African societies. Feminist struggles have also given rise to new standards of scholastic excellence that mark a meaningful departure from the skewed standards introduced under colonial rule. Nevertheless, the persistent minoritisation of female scholars in CODESRIA has significantly limited their capacity to effect institutional change, such that the ghettoization of feminist scholarship and the hollowing out of feminist discourses on gender remains a constant threat. The central argument of this study is that inequality can motivate marginalised members to engage in the collective action required to create and reshape knowledge commons, but it can also constrain their collective action and threaten the long-term sustainability of the commons. The collective agency of marginalised individuals is therefore central to the flourishing of knowledge commons. Second, knowledge commons are intimately dependent on public goods, such as universities. Public goods are plausibly the source, and therefore the limit, of knowledge commons’ capacity to flourish over the long-term. As a consequence, it is likely that knowledge commons are complements to public goods provision, rather than substitutes. Rethinking the knowledge commons in terms of the predicaments of African intellectual communities, I contend, provides new ways of understanding the possibilities, constraints and contradictions of knowledge commons in an unequal world. This study contributes to the empirical literature on African intellectual communities. In particular, it provides critical knowledge on a scholarly community that has not only endured, but has managed to thrive in a context of profound economic and political instability. This provides an indication of the institutions, practices, and intellectual resources that are required to ensure that African knowledge systems flourish over the long-term. This study also makes a theoretical contribution to the literature on knowledge commons, which are largely theorised using examples from the global North. It shows how reconceptualising knowledge commons in terms of inequality opens up new lines of empirical investigation. Building on existing commons research, it develops a methodological framework for comparative research on southern knowledge commons, which may also be of use for investigating commons in general.
2
German, Isabel. "La construction de la vérité au sein de la justice pénale restaurative intra-judiciaire : équité et justice épistémiques dans la décision juridique." Electronic Thesis or Diss., Pau, 2024. http://www.theses.fr/2024PAUU2157.
Анотація:
Compte tenu de la relevance de l'interaction communicative dans le modèle de justice restaurative, cette thèse s'est concentrée sur la connaissance et la compréhension du processus de construction de la vérité dans les pratiques de justice pénale restaurative intra-judiciaire, en prenant en considération les situations d'inégalité et d'injustices épistémiques qui peuvent apparaître dans ce processus, et en déterminant les conditions que ce dispositif doit remplir pour obtenir une décision de justice épistémiquement équitable et juste.L'étude réalisée permet de conclure que le processus de construction de la vérité dans la justice restaurative est de nature intersubjective, conformément aux théories intersubjectives de la vérité. Dans ce processus, l'échange communicatif entre les parties impliquées est fondamental, et l'accord n'est pas indispensable pour atteindre la finalité du processus restauratif, notamment la réparation. Et un processus intersubjectif de construction de la vérité se concentre sur les conditions de validité de l'interaction entre les personnes. Ainsi, dans le processus de justice restaurative, pour qu'une telle interaction communicative soit efficace, elle doit remplir les conditions nécessaires d'équité et de justice épistémiques. De cette manière, la décision juridique peut être considérée comme plus juste et plus équitableGiven the relevant role of the communicative interaction in the restorative justice model, this thesis has focused on knowing and understanding the process of truth construction in the practices of intra-judicial restorative criminal justice, taking into consideration the situations of inequality and epistemic injustices that may appear in this process, and determining the conditions that this device must fulfil to achieve an epistemically equitable and fair legal decision.The study carried out leads to the conclusion that the process of truth construction in restorative justice is of an intersubjective nature, in line with intersubjective theories of truth. In this process, the communicative exchange between the parties concerned is at the core, where the agreement is not the essential to achieve the aim of the restorative process, namely reparation. And an intersubjective process of truth construction focuses on the conditions of validity of the interaction between people. Thus, in the restorative justice process, an effective communicative interaction must fulfil the necessary conditions of epistemic fairness and justice. Hence, the legal decision can be considered more fair and equitable
3
Hällje, Pelle. "Ett skepp kommer lastat…med mänskliga rättigheter : Bruket av ett begrepp hos Sida och dess föregångare 1956–2019." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-39164.
Анотація:
Denna uppsats undersöker hur den svenska myndigheten Sida med föregångare använt människorättsbegreppet i årsredovisningar 1956 – 2019. Specifikt undersöks vilken relation detta har till epistemiska jämlikhetsdimensioner i materialet. Med epistemisk makt menas makten att påverka de begrepp och diskurser som ligger till grund för förståelsen av bistånd och utvecklingssamarbeten. Människorättsbegreppet var i stort sett osynligt i materialet fram till1980. Från och med slutet av 1980-talet associeras mänskliga rättigheter starkt till demokratibegreppet på ett sätt som därefter dominerar stora delar av materialet. Under 2010-talet syns också en ökande association mellan mänskliga rättigheter och jämställdhets- respektive miljöfrågor. Även om det finns exempel på formuleringar som reproducerar epistemisk ojämlikheteller återspeglar en eurocentrisk universalism, är exemplen förhållandevis få. Givet Sidas speciella uppdrag, är det naturligt att fokus ligger på problem och lösningar i länder i det globala Syd. Samtidigt bidrar detta dock till en epistemiskt ojämlik helhet av diskurser där den sammantagna bilden blir att det globala Syd utgör arenan där både hinder och lösningar för hållbar utveckling finns. Det kan leda till att de förändringar som krävs i Nord för att uppnå en hållbar global utveckling inte får tillräckligt med uppmärksamhet.This study examines how the Swedish International Development Cooperation Agency (Sida)and its predecessors have used the concept of human rights in annual reports 1956 – 2019, and what relation this use has to epistemic equality. Epistemic power is the power over the conceptsand discourses, forming the basis for the understanding of international development. Human rights as a notion is almost invisible in the reports until 1980. As from the end of the 1980s and onwards, the concept is associated to democracy in a way that dominates large parts of the reports. In the 2010s, the concept is also increasingly connected to gender equality and environmental issues. Although there are examples of reproduction of epistemic inequality or mirroring of an eurocentric universalism, these are proportionately few. Due to Sida’s mission, it’s natural to focus on problems and solutions in the Global South. At the same time, this contributes to an epistemically unequal entirety of discourses, in which the overall picture is that the Global South is where both obstacles and solutions to sustainable development are to be found. This way, changes in the Global North that are also necessary to achieve global sustainable development will not be paid sufficient attention.
Godkänt datum 2020-06-05
Книги з теми "Epistemic inequality":
1
Andreasen, Robin, and Heather Doty. Measuring Inequality. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190467715.003.0007.
Анотація:
The focus of this chapter is on the argument from inductive risk in the context of social science research on disparate impact in employment outcomes. It identifies three types of situations in the testing of scientific theories, not sufficiently emphasized in the inductive risk literature, that raise considerations of inductive risk: choice of significance test, choice of how to measure disparate impact, and the operationalization of scientific variables. It argues that non-epistemic values have a legitimate role in two of these situations but not in the third. It uses this observation to build on the discussion of when and under what conditions considerations of inductive risk help to justify a role for non-epistemic values in science.
2
Hutchison, Katrina, Catriona Mackenzie, and Marina Oshana, eds. Social Dimensions of Moral Responsibility. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190609610.001.0001.
Анотація:
Philosophical theorizing about moral responsibility has recently taken a “social” turn, marking a shift in focus from traditional metaphysical concerns about free will and determinism. Yet despite this social turn, the implications of structural injustice and inequalities of power for theorizing about moral responsibility remain surprisingly neglected in philosophical literature. Recent theories have attended to the interpersonal dynamics at the heart of moral responsibility practices, and the role of the moral environment in scaffolding agential capacities. However, they assume an overly idealized conception of agency and of our moral responsibility practices as reciprocal exchanges between equally empowered and situated agents. The essays in this volume systematically challenge this assumption. Leading theorists of moral responsibility, including Michael McKenna, Marina Oshana, and Manuel Vargas, consider the implications of oppression and structural inequality for their respective theories. Neil Levy urges the need to refocus our analyses of the epistemic and control conditions for moral responsibility from individual to socially extended agents. Leading theorists of relational autonomy, including Catriona Mackenzie, Natalie Stoljar, and Andrea Westlund develop new insights into the topic of moral responsibility. Other contributors bring debates about moral responsibility into dialogue with recent work in feminist philosophy, and topics such as epistemic injustice, implicit bias and blame. Collectively, the essays in this volume reorient philosophical debates about moral responsibility in important new directions.
3
Dann, Philipp, Michael Riegner, and Maxim Bönnemann, eds. The Global South and Comparative Constitutional Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850403.001.0001.
Анотація:
Although the Global South represents ‘most of the world’ in terms of constitutions and population, it is still underrepresented in comparative constitutional discourse. Against this background, this volume posits that it is high time for a ‘Southern turn’ in comparative constitutional scholarship. It aims to take stock of existing scholarship on the Global South and comparative constitutional law and to move the debate forward. It brings together authors who all hail from, or are based in, the Global South and who represent a range of regions, perspectives, and methodological approaches. They address the theoretical and epistemic foundations of Southern constitutionalism and discuss its distinctive themes, such as transformative constitutionalism, inequality, access to justice, and authoritarian legality. What emerges is a rich tapestry of constitutional experiences that pluralizes comparative constitutional law as discipline and field of knowledge.
4
Silberstein, Michael, W. M. Stuckey, and Timothy McDevitt. Relational Blockworld and Quantum Mechanics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198807087.003.0005.
Анотація:
The main thread of chapter 4 introduces some of the major mysteries and interpretational issues of quantum mechanics (QM). These mysteries and issues include: quantum superposition, quantum nonlocality, Bell’s inequality, entanglement, delayed choice, the measurement problem, and the lack of counterfactual definiteness. All these mysteries and interpretational issues of QM result from dynamical explanation in the mechanical universe and are dispatched using the authors’ adynamical explanation in the block universe, called Relational Blockworld (RBW). A possible link between RBW and quantum information theory is provided. The metaphysical underpinnings of RBW, such as contextual emergence, spatiotemporal ontological contextuality, and adynamical global constraints, are provided in Philosophy of Physics for Chapter 4. That is also where RBW is situated with respect to retrocausal accounts and it is shown that RBW is a realist, psi-epistemic account of QM. All the relevant formalism for this chapter is provided in Foundational Physics for Chapter 4.
5
Theurer, Karina, and Wolfgang Kaleck, eds. Dekoloniale Rechtskritik und Rechtspraxis. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748903628.
Анотація:
The first collection of key texts on post- and decolonial legal theory and TWAIL in German translation. The theoretical portion of the book is supplemented by practice-based reflections from activists and lawyers, which serve to consider, add to or challenge the theoretical approaches. These links to specific struggles for law, power, social justice, material equality and resources can help to show the extent to which contemporary situations of exploitation and inequality are an expression or consequence of historically contingent power dynamics, and the extent to which they can be read in light of processes of colonisation. The book, which seeks to challenge epistemic violence, is meant to spark critical debate on its contents and more. It aims to further productive dialogues and unsettle ostensibly settled fundamental assumptions, including those from the sphere of legal theory. With contributions by Antony Anghie, Makau Mutua, Bhupinder Chimni, Silvia Rivera Cusicanqui, Maria Lugones, Martti Koskenniemi, Anne Orford, Tarcila Rivera Zea, Colin Gonsalves, Alejandra Ancheita, Simon Masodzi Chinyai, Rupert Hambira, Kamutuua Hosea Kandorozu, Wolfgang Kaleck, Karina Theurer
6
Nagar, Richa. Hungry Translations. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042577.001.0001.
Анотація:
The dominant landscape of knowledge and policy rests on a fundamental inequality: bodies who are seen as hungry are deemed available for the interventions of experts, but those experts often obliterate the ways that hungry people actively create politics and knowledge by living dynamic visions of what is ethical and what makes the good life. Hungry Translations approaches this socio-political and epistemic injustice by embodying a radically vulnerable collective praxis of unlearning and relearning that interweaves critical epistemology with critical pedagogy as an ongoing movement of relationships, visions, and modes of being. It argues for an ever-evolving quest that refuses imposed frameworks and that seeks to open up spaces for embracing the serendipitous and the untranslatable in the relation between self and other. Through storytelling, poems, diaries, songs, and play, Nagar theorizes lessons from journeys undertaken with thousands of co-travellers in three interrelated realms of embodied learning: the first comprises Sangtin Kisan Mazdoor Sangathan, a movement of 8000 small farmers and mazdoors working in Sitapur District of Uttar Pradesh. The second sphere involves a partnership with Parakh Theatre to collectively interrogate Hindu Brahmanical patriarchy, casteism, hunger, and death with 20 amateur and professional actors in Mumbai. Third, these interlayered journeys birth "Stories, Bodies, Movements: A Syllabus in Fifteen Acts," a course that grapples with continuous relearning of our worlds by reimagining the classroom through theatre.
Частини книг з теми "Epistemic inequality":
1
Landström, Karl, and Heaven Crawley. "Migration Research, Coloniality and Epistemic Injustice." In The Palgrave Handbook of South–South Migration and Inequality, 83–104. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-39814-8_5.
Анотація:
AbstractIn this chapter, we take stock of existing critiques of contemporary migration research and bring these debates into contact with ongoing debates among decolonial scholars and in feminist social epistemology. We illustrate how the ethical and epistemic concerns voiced by migration scholars in regard to the socio-epistemic functioning of their field can be understood using the conceptual apparatus that has been developed around the notions of epistemic injustice and oppression. In so doing, we illustrate the relevance and usefulness of both feminist social epistemology and of decolonial theory for theorising the socio-epistemic challenges that migration scholars face. The conceptual framework of epistemic injustice and oppression not only offers clarity in what is at stake within migration studies both ethically and epistemically, but also elucidates moral and epistemic reasons for why these issues should be addressed. This framework both calls attention to issues of undue epistemic marginalisation, and centres these issues as a core concern as migration scholars critically reflect upon the knowledge production and dissemination practices of their field. Understanding the processes through which this happens, rather than just the epistemic outcomes, can help us to identify ways to address the structural inequalities with which the production of migration knowledge is often associated.
2
Barrotta, Pierluigi, and Roberto Gronda. "Epistemic Inequality and the Grounds of Trust in Scientific Experts." In Studies in Applied Philosophy, Epistemology and Rational Ethics, 81–94. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44018-3_6.
3
Napoli, Philip M. "Epistemic Rights, Information Inequalities, and Public Policy." In Epistemic Rights in the Era of Digital Disruption, 47–62. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45976-4_4.
Анотація:
AbstractThis chapter provides an overview of the range of information inequalities that are fundamentally connected with the notion of epistemic rights and considers the various ways that public policy has—or could—address these inequalities. As this chapter illustrates, information inequalities permeate many aspects of the contemporary news and information ecosystem. This chapter considers well-established information inequalities such as the digital divide and disparities in media ownership as well as newer information inequalities, such as news deserts, disinformation divides, and algorithmic bias. This chapter is intended as a starting point for deeper conversations about how public policy can systematically address various forms of information inequality and thereby enhance individual and collective epistemic rights.
4
Keval, Harshad. "“Merit”, “Success” and the Epistemic Logics of Whiteness in Racialised Education Systems." In Palgrave Studies in Race, Inequality and Social Justice in Education, 127–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65668-3_10.
5
Cammaerts, Bart. "On the Need to Revalue Old Radical Imaginaries to Assert Epistemic Media and Communication Rights Today." In Epistemic Rights in the Era of Digital Disruption, 31–45. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-45976-4_3.
Анотація:
AbstractIn this chapter, the liberal radical and the socialist radical imaginaries are foregrounded as providing important historical justifications for democratic and emancipatory public interventions in the context of media and communication. First, these two radical imaginaries will be unpacked with regard to their views on the role of the state, democracy, and citizen emancipation. Subsequently, the historical impact of these two radical imaginaries on media and communication will be addressed at the level of ownership of media and communication infrastructures, access to infrastructures, information and knowledge, the production and regulation of media content and public interventions relating to information and communication infrastructures. Finally, it will be concluded that in the current conjuncture characterised by inequality, surveillance, mis- and disinformation, and oligopolistic power, there is an urgent need to revalue these old radical imaginaries and combine them with new ones in tune with the digital age in order to provide a more solid basis to posit and justify a set of epistemic rights in the context of media, communication, and democracy today.
6
Ghemmour, Riadh. "Reimagining Research Methods Curriculum in Education Otherwise: A Decolonial Turn." In Creative Ruptions for Emergent Educational Futures, 223–43. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52973-3_10.
Анотація:
AbstractThis chapter seeks to explore decolonisation as a creative orientation to problematise the politics of knowledge hierarchies of university curriculum (research methods in the case of this chapter) in order to respond to issues of epistemic violence and exclusion, and create transformative and radical ideas about the future of education. The critical discussions are the result of my interactions with different educators and students within the UK and beyond, my lived experience as an Algerian Kabyle who immigrated to the UK, and my doctoral research. The latter sought to explore the lived experiences of EFL (English as a foreign language) master’s (MA) students in studying research methodology and writing their dissertations in education fields at an Algerian university. I begin to discuss my own education journey in both Algeria and the UK which was grounded in Eurocentrism. The chapter then defines the concept of decolonisation in the context of educational research, and what this proposed orientation may mean for the future of education. I further explain the significance of using decolonisation as a creative approach to address exclusion and inequality, and invite readers to think of what it may mean in terms of their practices, pedagogies and creating new possible realities of educational futures. I also conclude with offering some practical ideas for change to decolonise educational research methods curriculum in a higher education (HE) context.
7
White, Peter R. R., Giuseppe Mammone, and David Caldwell. "Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience." In Language in Epistemic Access, 80–95. Routledge, 2018. http://dx.doi.org/10.4324/9781315229744-6.
8
Hartmann, Martin. "Introduction." In The Feeling of Inequality, 1—C0N42. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197500866.003.0001.
Анотація:
Abstract The Introduction sketches the central ideas of the study and offers summaries of its five Parts. It distinguishes the book from various quantitative approaches to the problem of inequality. It introduces notions such as empathy gulf, relative feelings, relational democracy, imaginary equality, union of social unions, narrative scenario, and it discusses some methodological questions. The notion of political psychology is introduced. Further, the book’s main aim of delineating various forms of emotional inequality is distinguished from approaches focusing on epistemic inequalities. Miranda Fricker’s reading of To Kill a Mockingbird is analyzed in terms of the emotions structuring many of the conversational exchanges in the novel.
9
Herzog, Lisa. "The Epistemic Benefits of Social Justice." In Citizen Knowledge, 250—C10N84. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/oso/9780197681718.003.0010.
Анотація:
Abstract This chapter argues that questions of social justice have an epistemic dimension: societies marred by high levels of inequality are more likely to lack the trust that is needed for successful epistemic processes in the democratic realm. They are more likely to be polarized and to let epistemic institutions decline for lack of public support. The chapter also discusses the nexus with a social sphere that has, arguably, a particularly strong influence on social trust: the workplace. More egalitarian and more participative social practices, in which individuals encounter each other at eye level and can develop bonds of trust with each other, have a greater likelihood of enabling individuals to “live in truth,” which is such a crucial precondition for democracy.
10
Moore, Alfred. "Deliberative elitism? Distributed deliberation and the organization of epistemic inequality." In Deliberative Systems in Theory and Practice, 53–70. Routledge, 2019. http://dx.doi.org/10.4324/9781351182645-4.
Звіти організацій з теми "Epistemic inequality":
1
Teixeira, Mariana. Vulnerability: A Critical Tool for Conviviality-Inequality Studies. Maria Sibylla Merian Centre Conviviality-Inequality in Latin America, May 2022. http://dx.doi.org/10.46877/teixeira.2022.44.
Анотація:
The aim of this working paper is to foster the concept of “vulnerability” as a critical tool for social theory in general and conviviality-inequality studies in particular. First, to clarify the concept, an analytical distinction is established between vulnerability as either an experiential structure shared by all persons (constitutive vulnerability) or as historical social injustice that detrimentally impacts some more than others (contingent vulnerability). The paper then explores the contrast between approaches to epistemic injustice theory and standpoint epistemology as two opposing views with regard to the political and epistemic potential of vulnerability. From this contrast, finally, a critique of one-sided conceptions shows us that, for vulnerability to have a productive and critical use, it must be grasped as fraught with ambiguity, implying both a contingent risk of subjection and a constitutive opening to otherness. It is this ambiguity that makes vulnerability a useful conceptual tool for grasping conviviality as inextricably connected to inequality