The educational landscape is shaped by dominant epistemologies and pedagogies that often marginalize non-privileged learners. This workshop aims to equip educators with the tools and understanding necessary to redress these epistemic and social injustices. We will explore how our educational systems privilege certain knowledge paradigms while devaluing the testimonial credibility of marginalized communities. Through a critical examination of these dynamics, we seek to foster a more inclusive and equitable educational environment.
Workshop Objectives:- Identify Privileged Epistemologies and Pedagogies: Participants will engage in discussions to identify the dominant knowledge systems and teaching methods that are often prioritized in educational settings. We will explore how these systems can perpetuate inequalities and marginalize non-dominant perspectives.
- Understand Epistemic Injustice: The workshop will delve into the concept of epistemic injustice, focusing on how the credibility of marginalized individuals and groups is often undermined. We will discuss testimonial injustice (wherein a speaker is unfairly discredited) and hermeneutical injustice (wherein a group's experiences are misunderstood or overlooked due to gaps in collective interpretive resources).
- Develop Inclusive Educational Practices: Participants will learn how to create and implement educational practices that empower non-privileged learners. This involves developing curricula and pedagogies that reflect diverse perspectives and recognize the value of marginalized voices.
- Empower Marginalized Narratives: A key goal of the workshop is to bifurcate the neo-colonial saviour narrative prevalent in many educational contexts. We aim to allow voices, perspectives, and narratives of marginalized others to be seen and heard, thereby fostering a more inclusive educational discourse.
- Co-Creation of Open Resources: The workshop will provide hands-on sessions where participants can develop research, educational practices, and materials that are specifically designed for the benefit and empowerment of under-represented learners. These materials will be tailored to address the unique needs and contexts of these learners, ensuring they are both relevant and effective. Ideas generated, with permission, will be shared on a open pedagogy notebook, developed by the presenter.
Workshop Structure:The workshop will be divided into several sessions, each focusing on different aspects of redressing epistemic and social injustices. We will start with a theoretical foundation, exploring key concepts and frameworks. This will be followed by interactive sessions where participants can engage in discussions, group activities, and case studies. Finally, we will have practical workshops where participants can develop and share their own materials and strategies.
Key Questions Addressed- How can we construct activities that mitigate epistemic vices?
- What design choices can educators make to increase epistemic virtues?
- What do effective social justice interventions look like in a learner-centric environment?
- How can open pedagogy be leveraged to create more inclusive and equitable educational experiences?
Included in
[Session 3A]: Global Access and Equity (workshop)Author KeywordsSocial Justice, Epistemic Justice, Inclusive Educational Practices, Open Resources
