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@article{2372918,
author = {Alchazidu, Athena and Chudová, Kateřina and Carr, Anne and Booth, William and Constanzo, Pilar and Bonilla, Gabriela and Tineo, Patricia},
article_number = {Vol. 15 No. 5 (2023): Special},
doi = {http://dx.doi.org/10.32674/jcihe.v15i5.5811},
keywords = {epistemic (in)justice, human rights, knowledge production, testimony},
issn = {2151-0393},
journal = {Journal of Comparative & International Higher Education},
title = {Epistemic (In)justice: Whose voices count? Listening to migrants and students},
url = {https://www.ojed.org/index.php/jcihe/article/view/5811},
volume = {2023},
year = {2023}
}
TY - JOUR
ID - 2372918
AU - Alchazidu, Athena - Chudová, Kateřina - Carr, Anne - Booth, William - Constanzo, Pilar - Bonilla, Gabriela - Tineo, Patricia
PY - 2023
TI - Epistemic (In)justice: Whose voices count? Listening to migrants and students
JF - Journal of Comparative & International Higher Education
VL - 2023
IS - Vol. 15 No. 5 (2023): Special
SP - 111–127
EP - 111–127
PB - Comparative and International Education Society (CIES) Higher Education Special Interest Group (HESIG)
SN - 21510393
KW - epistemic (in)justice, human rights, knowledge production, testimony
UR - https://www.ojed.org/index.php/jcihe/article/view/5811
N2 - In this study, we present the results of a project, which involved students enrolled at four universities located in Ecuador, Dominican Republic, Czech Republic, and the United Kingdom. The main goal of the project was to raise students’ awareness about the conditions that cause epistemic injustice for migrants and refugees. Epistemic injustice is a concept that sheds light on the ethical dimensions of our epistemic practices. It recognizes that individuals can be wronged specifically in their capacity as knowers, a capacity essential to human value (Fricker, 2007). The project material included a set of interviews with migrants and refugees as well as desk research about the status of their national migratory contexts. Students exchanged their testimonies via extended sessions that took place between October and November of 2022. An ethics of listening was cultivated to disrupt conventions of authorized discourse about migrants. Through understanding that labels such as illegal, undocumented and unauthorized are not neutral descriptors but carry implicit association and value judgments that frame and influence debate, students were invited to engage in a form of communication and consciousness to create spaces for unheard, marginalized voices of migration trends (Lipari, 2010.) Our international research with students and migrants was influenced by Arjun Appadurai (2006) who invites us to question established paradigms and critically reflect on contemporary global dynamics of migration contributing to Sousa Santos ‘ecology of knowledges’ across continents and cultures (2015).
ER -
ALCHAZIDU, Athena, Kateřina CHUDOVÁ, Anne CARR, William BOOTH, Pilar CONSTANZO, Gabriela BONILLA a Patricia TINEO. Epistemic (In)justice: Whose voices count? Listening to migrants and students. \textit{Journal of Comparative \&{} International Higher Education}. Comparative and International Education Society (CIES) Higher Education Special Interest Group (HESIG), 2023, roč.~2023, Vol. 15 No. 5 (2023): Special, s.~111–127, 16 s. ISSN~2151-0393. Dostupné z: https://dx.doi.org/10.32674/jcihe.v15i5.5811.
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