From Theory to Practice: A Taxonomic Approach to Epistemic Injustice in Education

Abstract

The concept of epistemic injustice, characterized by discrimination and exclusion within the epistemic sphere, manifests in various ways depending on the nature of epistemic interactions and the contextual social environment. It is of interest to analyze this phenomenon in the educational context, given the focus on individuals as generators and transmitters of knowledge. While this concept has gained wide recognition and utilization in academic circles, the growing variety of related terms and typologies has led to a certain degree of fragmentation in the field. To address this fragmentation, this study aims to systematize and interconnect these concepts by proposing a comprehensive taxonomy tailored to the educational context. Using meta-analysis and content analysis methods, this research identifies core areas of interest and prominent scholars in the field of epistemic injustice within the educational context. Building upon this foundation, the study formulates a taxonomy encompassing the diverse typologies of epistemic injustice delineated in academic discourse related to the educational context. This effort seeks to facilitate the practical application of these concepts in education and the development of strategies and policies conducive to cultivating more equitable and just environments in contemporary society.