Présentation

Godrie, Baptiste; Santos, Marie Dos

doi:10.7202/1042804ar

Cited by 44 publications

(5 citation statements)

References 35 publications

(19 reference statements)

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“…This epistemic exclusion leads to epistemic injustice and oppression. Godrie and Dos Santos (2017) define epistemic injustice as a type of inequality in the access, recognition and production of knowledge and different forms of ignorance. These inequalities hinder the development of the full potential of human beings’ worldviews and knowledge and contribute to relationships of economic and epistemic oppression.…”

Section: Scholarly Knowledge Production and Marginalizationmentioning

confidence: 99%

Editorial: Producing actionable knowledge about marginalized populations and communities: a challenge to editors and journals

Van Buren,

Karam,

Afiouni

2024

EDI

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Section: Scholarly Knowledge Production and Marginalizationmentioning

confidence: 99%

Editorial: Producing actionable knowledge about marginalized populations and communities: a challenge to editors and journals

Van Buren,

Karam,

Afiouni

2024

EDI

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“…The relationships between social inequalities and knowledge production are particularly well analysed by feminist and decolonial frameworks (Code 1991;Harding 1998;Santos 2006Santos , 2016Smith 2012;Visvanathan 2009). Several studies show that members of certain historically stigmatised social groups see their testimonies and knowledge discredited from the outset when they express themselves on a subject (Godrie & Dos Santos 2017). Even though communities have experienced/witnessed and reflected upon this for a long time, the formalisation of this concept is attributable to English philosopher Miranda Fricker who, in her book, Epistemic Injustice: Power and the Ethics of Knowing (2007), examines the role of social perceptions and prejudices in credibility judgements and testimonial exchange situations.…”

Section: Epistemic Injustices and Knowledge Productionmentioning

confidence: 99%

Epistemic injustices and participatory research: A research agenda at the crossroads of university and community

Godrie¹,

Boucher²,

Bissonnette³

et al. 2020

Gateways

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This article presents an innovative framework to evaluate participatory research. The framework, comprising both a methodology and a self-assessment tool, was developed through a participatory approach to knowledge production and mobilisation. This process took place over the last two years as we, a multidisciplinary team made up of researchers and community-based organisation members from the Groupe de recherche et de formation sur la pauvreté au Québec, were building a scientific program on social injustices and participatory research. We argue that participatory research can help provide a university-community co-constructed response to epistemic injustices embedded within the processes of knowledge production. From our perspective, the mobilisation of knowledge from the university and the community, initiated at the earliest stages of the creation of a research team, is part of a critical approach to the academic production of knowledge. It also constitutes a laboratory for observing, understanding and attempting to reduce epistemic injustices through building bridges between team members. The article focuses on two dimensions of the framework mentioned above: (1) The methodology we established to build co-learning spaces at the crossroads of university and community-based organisations (recruitment of a coordinator to organise and facilitate the workshops, informal and friendly meetings, regular clarification of the process and rules of operation, time for everyone to express themselves, informal preparatory meetings for those who wanted them, financial compensation where required, etc.); and (2) A self-assessment tool available in open access that we built during the process to help academics and their partners engage in a reflexive evaluation of participatory research processes from the point of view of epistemic injustices. Throughout we pay particular attention to challenges inherent in our research program and our responses, and finish with some concluding thoughts on key issues that emerged over the course of two years’ research.

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Section: Introductionmentioning

confidence: 99%

“…The notion of epistemic injustice has emerged under contemporary feminist and postcolonial epistemologies to help rethink the links between social inequalities and knowledge production (Godrie and Dos Santos, 2017). On this basis, epistemic injustices were defined as inequalities of power in the access, recognition and production of knowledge (Fricker, 2007;Godrie and Dos Santos, 2017). These injustices fundamentally arise from broader systemic inequalities and situations of oppression structuring and nurturing social relations in various contexts (Godrie and Dos Santos, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…On this basis, epistemic injustices were defined as inequalities of power in the access, recognition and production of knowledge (Fricker, 2007;Godrie and Dos Santos, 2017). These injustices fundamentally arise from broader systemic inequalities and situations of oppression structuring and nurturing social relations in various contexts (Godrie and Dos Santos, 2017). Their persistence in medical education, especially to the detriment of patients and their specific knowledge, has been documented by several authors (Bleakley, Bligh and Browne, 2011;Sharma, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Patient Engagement in Medical Education During the COVID-19 Pandemic: a Critical Reflection on an Epistemic Challenge

Massé¹,

Poulin²,

Côté³

et al. 2021

MedEdPublish

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Epistemic injustices are defined as inequalities of power in the access, recognition and production of knowledge. Their persistence in medical education, especially to the detriment of patients and their specific knowledge, has been documented by several authors. Patient engagement is a new paradigm that involves fostering meaningful patient collaboration at different levels of the healthcare system. Since it is fundamentally based on the recognition of the value and relevance of patients' experiential knowledge, patient engagement in medical education is generally recognized as a desirable strategy to address epistemic injustices in the field. Patient engagement is challenged in the context of COVID-19 where most Canadian medical schools have had to modify their teaching models in a short period of time, stop in-person classes and redirect most activities online. This article presents a critical reflection on the issues raised by COVID-constrained teaching strategies and their impact on epistemic injustices in medical education. It also suggests strategies to favour epistemic justice in medical education despite the pandemic turmoil and online shift. It therefore adds an epistemological perspective to the reflection on the effects of the pandemic on medical education and training, which has been little discussed so far.

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Présentation

Cited by 44 publications

References 35 publications

Editorial: Producing actionable knowledge about marginalized populations and communities: a challenge to editors and journals

Editorial: Producing actionable knowledge about marginalized populations and communities: a challenge to editors and journals

Epistemic injustices and participatory research: A research agenda at the crossroads of university and community

Patient Engagement in Medical Education During the COVID-19 Pandemic: a Critical Reflection on an Epistemic Challenge

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