scholarly journals EPISTEMIC INJUSTICE IN THE SPACE OF REASONS

Episteme ◽  
2015 ◽  
Vol 12 (1) ◽  
pp. 75-93 ◽  
Author(s):  
Matthew Congdon
Keyword(s):  
Critical Race Theory ◽  
Recent Work ◽  
Social Epistemology ◽  
False Belief ◽  
Epistemic Injustice ◽  
John Mcdowell ◽  
Race Theory ◽  
Space Of Reasons ◽  
Miranda Fricker ◽  
Epistemological Framework

AbstractIn this paper, I make explicit some implicit commitments to realism and conceptualism in recent work in social epistemology exemplified by Miranda Fricker and Charles Mills. I offer a survey of recent writings at the intersection of social epistemology, feminism, and critical race theory, showing that commitments to realism and conceptualism are at once implied yet undertheorized in the existing literature. I go on to offer an explicit defense of these commitments by drawing from the epistemological framework of John McDowell, demonstrating the relevance of the metaphor of the “space of reasons” for theorizing and criticizing instances of epistemic injustice. I then point out how McDowell’s own view requires expansion and revision in light of Mills' concept of “epistemologies of ignorance.” I conclude that, when their strengths are used to make up for each others' weaknesses, Mills and McDowell’s positions mutually reinforce one another, producing a powerful model for theorizing instances of systematic ignorance and false belief.

Testimonial Smothering and Domestic Violence Disclosure in Clinical Contexts

Episteme ◽  
2021 ◽  
pp. 1-18
Author(s):  
Jack Warman
Keyword(s):  
Public Health ◽  
Domestic Violence ◽  
Recent Work ◽  
Social Epistemology ◽  
Empirical Work ◽  
Health Sciences ◽  
Epistemic Injustice ◽  
Global Public Health ◽  
Personal Histories ◽  
Domestic Violence And Abuse

Abstract Domestic violence and abuse (DVA) are at last coming to be recognised as serious global public health problems. Nevertheless, many women with personal histories of DVA decline to disclose them to healthcare practitioners. In the health sciences, recent empirical work has identified many factors that impede DVA disclosure, known as barriers to disclosure. Drawing on recent work in social epistemology on testimonial silencing, we might wonder why so many people withhold their testimony and whether there is some kind of epistemic injustice afoot here. In this paper, I offer some philosophical reflections on DVA disclosure in clinical contexts and the associated barriers to disclosure. I argue that women with personal histories of DVA are vulnerable to a certain form of testimonial injustice in clinical contexts, namely, testimonial smothering, and that this may help to explain why they withhold that testimony. It is my contention that this can help explain the low rates of DVA disclosure by patients to healthcare practitioners.

Apostle to the Gentiles: Constructions of Paul's Identity

2005 ◽  
Vol 13 (3) ◽  
pp. 270-288 ◽  
Author(s):  
Caroline Johnson Hodge
Keyword(s):  
Critical Race Theory ◽  
Dynamic Model ◽  
Recent Work ◽  
Division Of Labor ◽  
Multiple Identities ◽  
Race Theory ◽  
Ethnic Boundaries ◽  
In Christ ◽  
Religious Other ◽  
Do So

AbstractIn Galatians 2:7–9, Paul lays out the parameters for the spread of the gospel for himself and his Judiean colleagues: all agreed that ?We should go to the gentiles and they to the circumcised? (Gal 2:9). This division of labor is crucial for understanding Paul: his task involves an intentional crossing of ethnic boundaries. Ethnicity determined the organization of the mission and Paul was responsible for the ethnic and religious "other."Here I explore Paul's construction of his identity as a Judean teacher of gentiles. Drawing on recent work in anthropology and critical race theory, I propose an approach which understands identity as flexible and multiplicative. Two principles operate within this dynamic model: 1) people shift identities according to specific circumstances and 2) people prioritize their various identities, ranking some higher than others.This model helps us understand Paul, who describes himself in a variety of ways: Judean by birth, born of the tribe of Benjamin, seed of Abraham, apostle to the gentiles, in Christ. These multiple identities as Paul shifts among them and sometimes ranks one over others serve his argument in strategic ways. He is willing, for example, to forego certain practices of the law (an important part of his Judean identity) in order to interact with gentiles (and he rebukes his colleagues for refusing to do so [Gal 2:11–14]). Yet other aspects of his identity are more important and also less flexible: his "in-Christness" (which he shares with gentiles) and his birth as a Judean (which he does not share with gentiles). In closing, I consider the implications this reading has for the identities of the members of his audience, who are simultaneously gentiles, in Christ, and adopted sons of God.

scholarly journals Racial, Religious, and Civic Dimensions of Anti-Muslim Sentiment in America

2019 ◽  
Vol 67 (4) ◽  
pp. 719-740 ◽  
Author(s):  
Joseph Gerteis ◽  
Douglas Hartmann ◽  
Penny Edgell
Keyword(s):  
Critical Race Theory ◽  
Recent Work ◽  
Survey Data ◽  
Cultural Construction ◽  
Social Location ◽  
Representative Survey ◽  
Race Theory ◽  
National Belonging ◽  
Cultural Boundaries ◽  
Nationally Representative

Abstract This paper examines anti-Muslim sentiment in America. Existing research has documented rising hostility to Muslims in Western countries, but has been much less clear about what drives such sentiments or exactly what sort of “other” Muslims are understood to be. Our interest is in the cultural construction of Muslims as a problematic or incompatible “other.” We explore the extent, content, and correlates of such views. Building from recent work in critical race theory and the study of cultural boundaries in national belonging, we argue that Muslims are distinct in being culturally excluded on religious, racial, and civic grounds at the same time. Using nationally representative survey data with specially designed measures on views of Muslims and other groups, we show that nearly half of Americans embrace some form of anti-Muslim sentiment, and that such views are systematically correlated with social location and with understandings of the nature of American belonging.

Education as Initiation into the Space of Reasons

2017 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Recent Work ◽  
Philosophy Of Education ◽  
Traditional View ◽  
John Mcdowell ◽  
Wilfrid Sellars ◽  
Space Of Reasons ◽  
Educational Ideal

A long tradition in the philosophy of education identifies education’s most fundamental aim and ideal as that of the fostering or cultivating of rationality. This chapter relates this tradition in philosophy of education to recent work, inspired by Wilfrid Sellars, on “the space of reasons.” I briefly lay out Sellars’ notion and discuss its place in the work of some of those he influenced, especially John McDowell. I next address recent work in philosophy of education that suggests that there is a tension between Sellars’ notion and the traditional educational ideal, or that the Sellarsian view as developed by McDowell resolves outstanding difficulties with my version of the traditional view. I argue that there is less tension than some of my critics suggest, and that the Sellarsian notion is compatible with the traditional view, but that it leaves out an important aspect of that view that should not be lost.

Unstandardizing Testing: Low-Scoring American Minority Students in the Crosshairs of Conservative Policymakers

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Sami Chedhli Nighaoui
Keyword(s):  
Critical Race Theory ◽  
Minority Students ◽  
Standardized Tests ◽  
Feedback Mechanism ◽  
Cultural Bias ◽  
Testing System ◽  
Quantitative Methodology ◽  
Race Theory ◽  
Cultural Backgrounds ◽  
Opt Out

That standardized tests do not accurately assess the true competencies of minority test takers is a widely shared claim among conservative educationists. The opt-out-of-testing community has lately grown unprecedentedly vocal in several states, questioning even more seriously the accountability of the testing system altogether. This paper adopts a Critical Race Theory perspective to investigate the conceptual underpinnings of conservative criticism as well as the interpretations made popular using quantitative methodology. The key premise of this paper is that a colorblind approach to testing understates the importance of a range of unquantifiable variables, mainly the linguitic and cultural backgrounds of the test takers, in determining assessment outcome. It attempts to demonstrate where specifically standardized tests may not be used as a reliable feedback mechanism and suggests that a more flexible assessment paradigm be considered, one that engages learning quality followup to keep cultural bias to a strict minimum.          

It’s Deeper Than That!: Restorative Justice and the Challenge of Racial Reflexivity in White-led Schools

2021 ◽  
pp. 004208592199841
Author(s):  
Arthur Romano ◽  
Rochelle Arms Almengor
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Restorative Justice ◽  
Case Studies ◽  
Students Of Color ◽  
White Privilege ◽  
Critical Reflection ◽  
White Led ◽  
Race Theory ◽  
Systemic Racism

This paper uses critical race theory to analyze several case studies focused on the experiences of two restorative justice coordinators (RJCs), both Black women and how they understood and responded to perceived racial injustices in urban schools with white leadership. These schools were attempting to address unequal disciplinary practices toward students of color through restorative justice and the RJCs adapted their approaches to addressing racialized dynamics while also developing school-wide networks to foster broader critical reflection on race. They navigated the risks of challenging white privilege and systemic racism both of which at times limited their attempts at influencing change.

scholarly journals Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood

2021 ◽  
pp. 027112142199083
Author(s):  
Hailey R. Love ◽  
Margaret R. Beneke
Keyword(s):  
Early Childhood ◽  
Education Research ◽  
Critical Race Theory ◽  
Young Children ◽  
Inclusive Education ◽  
Critical Race ◽  
Children And Families ◽  
Race Theory ◽  
Children Of Color ◽  
Educational Processes

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

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