ABSTRACT The concept of suicide literacy is currently used to describe a perceived deficit in public knowledge about suicide that is directly related to specific health actions and outcomes. It thereby fulfils an important function in determining the way health education and communication are constructed as a problem in suicide prevention policy and practice. In this work, I examine the incongruities produced by operationalisation of the concept of suicide literacy and the way it preserves structural inequities in epistemic practice. Drawing on the concept of epistemic injustice, I contend that the routine social and material practices of suicide prevention education and communication aimed at advancing suicide literacy restrict certain testimonial and hermeneutical activities, resulting in the silencing of alternative interpretations and expressions of suicide. Because these practices prevent critical thinking, help maintain professional privilege and hide complicity with potentially harmful practices they are ethically and politically significant. The uptake of wide-ranging epistemic contributions must be paramount in order to connect multiple perspectives and build knowledge. In order to create a more democratic approach to suicide prevention education and communication that cultivates critical dialogue and promotes social and political agency and change, new ways of thinking about suicide literacy are required.

中文翻译：

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认知正义与批判性自杀素养的斗争

摘要 自杀素养的概念目前被用来描述公众对自杀的认知缺陷，这与特定的健康行为和结果直接相关。因此，它在确定健康教育和传播方式被构建为自杀预防政策和实践中的一个问题方面发挥了重要作用。在这项工作中，我研究了自杀素养概念的操作化所产生的不协调，以及它在认知实践中保持结构性不平等的方式。借鉴认知不公正的概念，我认为旨在提高自杀素养的自杀预防教育和交流的常规社会和物质实践限制了某些证明和解释活动，导致对自杀的替代解释和表达的沉默。由于这些做法会阻止批判性思维，有助于维护专业特权并隐藏与潜在有害做法的共谋，因此它们在道德和政治上都具有重要意义。为了连接多个观点并建立知识，必须对广泛的认知贡献的吸收至关重要。为了创造一种更加民主的自杀预防教育和交流方式，培养批判性对话并促进社会和政治机构和变革，需要对自杀素养有新的思考方式。为了连接多个观点并建立知识，必须对广泛的认知贡献的吸收至关重要。为了创造一种更加民主的自杀预防教育和交流方式，培养批判性对话并促进社会和政治机构和变革，需要对自杀素养有新的思考方式。为了连接多个观点并建立知识，必须对广泛的认知贡献的吸收至关重要。为了创造一种更加民主的自杀预防教育和交流方式，培养批判性对话并促进社会和政治机构和变革，需要对自杀素养有新的思考方式。