The Equal Society: Essays on Equality in Theory and Practice

Schipper, Arthur

doi:10.1093/pq/pqw063

Cited by 5 publications

(5 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students' initiatives and own ideas make more sense than old models and approaches to social change, as one of the students shared with Judith. This, in turn, aligns with Fricker's (2007Fricker's ( , 2015 idea that the wellbeing of a human person has an epistemic dimension that is not only about receiving knowledge but, what is more, giving and sharing knowledge with the local community. It is about epistemic reciprocity.…”

Section: Critical Data Practices Are About Access and Participationsupporting

confidence: 75%

Higher Education for Good

2023

View full text Add to dashboard Cite

After decades of turbulence and acute crises in recent years, how can we build a better future for Higher Education? Thoughtfully edited by Laura Czerniewicz and Catherine Cronin, this rich and diverse collection by academics and professionals from across 17 countries and many disciplines offers a variety of answers to this question. It addresses the need to set new values for universities, trapped today in narratives dominated by financial incentives and performance indicators, and examines those “wicked” problems which need multiple solutions, resolutions, experiments, and imaginaries. This mix of new and well-established voices provides hopeful new ways of thinking about Higher Education across a range of contexts, and how to concretise initiatives to deal with local and global challenges. In an unusual and refreshing way, the contributors provide insights about resilience tactics and collective actions across different levels of higher education using an array of styles and formats including essays, poetry, and speculative fiction. With its interdisciplinary appeal, this book presents itself as a provocative and inspiring resource for universities, students, and scholars. Higher Education for Good courageously offers critique, hope, and purpose for the practice and the trajectory of Higher Education.

show abstract

Section: Critical Data Practices Are About Access and Participationsupporting

confidence: 75%

Higher Education for Good

2023

View full text Add to dashboard Cite

show abstract

“…Fricker's theory is specifically concerned with the ways in which the reliability of testimony is predicated upon the listener's evaluation of the credibility of the speaker. The credibility of the speaker is a key issue when the listener is drawing conclusions, based on the identity markers associated with the speaker as well as what they are trying to communicate (22). For example, in mental health, people with psychiatric diagnoses may be seen as less reliable because of long standing societal discourses about madness and unreason, making their testimony suspect by virtue of their association with this group (23).…”

Section: Epistemic Injustice and The Politics Of Knowingmentioning

confidence: 99%

“…The Truth Project's most obvious achievement is through what is communicated by its name and the ethos of the methodology that arises from it, survivors were believed and not questioned. This granted them what Fricker describes as epistemic relational equality, to compensate for their historic blocking rom making an epistemic contribution (22). It can be argued based on this approach, that the epistemic inequality survivors of CSA have historically faced are linked to other forms of social and economic inequality.…”

Section: The Truth Project and Epistemic Justicementioning

confidence: 99%

The truth project paper one—how did victims and survivors experience participation? Addressing epistemic relational inequality in the field of child sexual abuse

Barker,

Ford,

Eglinton

et al. 2023

Front. Psychiatry

View full text Add to dashboard Cite

The last 30 years has seen an exponential increase in Historical Institutional Abuse Inquiries.1 One feature of these has been to place adult survivor voices at the center of Inquiry work, meaning that child abuse victims and survivors2 are engaging with Inquiries, sharing their experiences, with this participation often presented as empowering and healing. This initiative challenges long held beliefs that child sexual abuse survivors are unreliable witnesses, which has led to epistemic injustice and a hermeneutical lacunae in survivor testimony. However to date there has been limited research on what survivors say about their experiences of participation. The Truth Project was one area of work of the Independent Inquiry into Child Sexual Abuse3 in England and Wales. It invited survivors of Child Sexual Abuse to share their experiences including the impacts of abuse and their recommendations for change. The Truth Project concluded in 2021 and heard from more than 6,000 victims of child sexual abuse. The evaluation of the Trauma Informed Approach designed to support survivors through their engagement with the project was a mixed methods, two phase methodology. A total of 66 survey responses were received. Follow-up interviews were conducted with seven survey respondents. The Trauma Informed Approach was found to be predominantly helpful in attending to victim needs and minimizing harm. However, a small number of participants reported harmful effects post-session. The positive impacts reported about taking part in the Truth Project as a one-off engagement challenges beliefs that survivors of child sexual abuse cannot safely talk about their experiences. It also provides evidence of the central role survivors should have in designing services for trauma victims. This study contributes to the epistemic justice literature which emphasizes the central role of relational ethics in the politics of knowing, and the importance of developing a testimonial sensibility when listening to marginalized groups.

show abstract

“…The meaningful participation of people as agents in development practice has been a central concern in capabilitarian scholarship -in the work of Walker, Sen, Fricker and others. For example, Fricker (2007Fricker ( , 2015 argues that making epistemic contributions, that is, contributing to the shared pool of knowledge is fundamental to human wellbeing, a dignified life, and expansive freedoms. Such contributions, the corresponding capabilities, and concomitant functionings can be fostered in and through education, and this endeavour surely will be for good.…”

Section: Critical Data Practices Are About Access and Participationmentioning

confidence: 99%

21. Critical data literacies for good

Kuhn,

Pete,

Raffaghelli

2023

Higher Education for Good

View full text Add to dashboard Cite

This chapter offers an illustrative and generative example of a local social and pedagogical problem in a Global South context –students’ engagement with open data for coming up with a climate change solution– to reflect on the importance of understanding the nuance and complex nature of data literacy to transform different aspects of their social reality. This, in turn, opens up a discussion about how and why understanding the complexity of critical data literacy is the foundation of HE for Good.

show abstract

The Equal Society: Essays on Equality in Theory and Practice

Cited by 5 publications

References 1 publication

Higher Education for Good

Higher Education for Good

The truth project paper one—how did victims and survivors experience participation? Addressing epistemic relational inequality in the field of child sexual abuse

21. Critical data literacies for good

Contact Info

Product

Resources

About