Studies in Philosophy and Education 32 (3):245-259 (2013)

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Abstract
Classical conceptual distinctions in philosophy of education assume an individualistic subjectivity and hide the learning that can take place in the space between child (as educator) and adult (as learner). Grounded in two examples from experience I develop the argument that adults often put metaphorical sticks in their ears in their educational encounters with children. Hearers’ prejudices cause them to miss out on knowledge offered by the child, but not heard by the adult. This has to do with how adults view education, knowledge, as much as child, and is even more extreme when child is also black. The idea is what Miranda Fricker calls ‘epistemic injustice’ which occurs when someone is wronged specifically in their capacity as a knower. Although her work concerns gender and race, I extrapolate her radical ideas to (black) child. Awareness of the epistemic injustice that is done to children and my proposal for increased epistemic modesty and epistemic equality could help transform pedagogical spaces to include child subjects as educators. A way forward is suggested that involves ‘cracking’ the concept of child and a different nonindividualised conception of education.
Keywords Epistemic injustice  Hermeneutic injustice  Testimonial injustice  Child as educator, social justice  Child  Childhood
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DOI 10.1007/s11217-012-9349-9
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References found in this work BETA

Sein Und Zeit.Martin Heidegger (ed.) - 1927 - M. Niemeyer.
Ethics and Education.Richard Stanley Peters - 1966 - London: Allen & Unwin.
Sein und Zeit.Martin Heidegger - 1928 - Annalen der Philosophie Und Philosophischen Kritik 7:161-161.

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Citations of this work BETA

Epistemic Injustice.Rachel McKinnon - 2016 - Philosophy Compass 11 (8):437-446.
A Third Conception of Epistemic Injustice.A. C. Nikolaidis - 2021 - Studies in Philosophy and Education 40 (4):381-398.
Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.

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