ABSTRACT

Curated sites of learning—places that are created by people to promote formal and informal knowledge and knowledge production practices (such as schools and museums)—are deemed foundational by many societies in assisting children to become knowers. However, curated sites of learning can also uphold ways of knowing that can cause harm to people marginalized from knowledge production, which philosophers describe as epistemic injustice. By looking across fields of research (education and philosophy), I describe how epistemic injustice can be utilized in education research to provide a shared analytical lens for examining curated sites of learning. I name four levels of interaction in which epistemic injustice can occur given their purposeful design by people with power: moment-to-moment interactions, micro (within a site), meso (between local sites) and macro (between sites and national/international policies and rhetoric). I describe how educators and researchers might disrupt epistemic injustice through the examination of curated learning sites and their personal ideas about knowledge. I also highlight tensions and dilemmas that might arise for educators and researchers when engaged in such work.

摘要

精心策划的学习场所——人们为促进正式和非正式知识和知识生产实践而创建的场所（例如学校和博物馆）——被许多社会认为是帮助儿童成为知识者的基础。然而，精心策划的学习网站也可以维护可能对被知识生产边缘化的人造成伤害的知识方式，哲学家将其描述为认知上的不公正。通过跨研究领域（教育和哲学），我描述了如何在教育研究中利用认知不公正来提供一个共享的分析镜头来检查策划的学习场所。我列举了四个层次的互动，在这些互动中可能发生认知不公正，因为它们是由有权势的人有目的的设计的：瞬间互动、微观（在网站内）、meso（本地站点之间）和宏观（站点与国家/国际政策和言论之间）。我描述了教育工作者和研究人员如何通过检查精心策划的学习网站和他们对知识的个人想法来破坏认知上的不公正。我还强调了教育工作者和研究人员在从事此类工作时可能出现的紧张局势和困境。