In a pedagogical space, epistemic injustice might be activated when teachers' identity prejudice leads them to give a student less credit, and the curriculum can block or enable students' understanding and expression of their social experiences¶
Claim · All claims
Evidence · 1 study (2 entries) · theoreticalr2–r3·q1
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Drawing on Kotzee (2017), the article argues that epistemic injustice might be activated by giving a student less credit because of teachers' identity prejudice, so that the student's testimony is taken less seriously. → Göktürk 2021
q1 i? The article reports Kotzee's (2017) argument that the curriculum can block or enable students' understanding of particular social experiences and their ability to express their understanding of the world. → Göktürk 2021 (2)
Evidence¶
Göktürk 2021¶
Göktürk, D. (2021). Epistemic Injustice and Cultural Processes in Education. Kastamonu Education Journal, 29(1), 218-227. https://doi.org/10.24106/kefdergi.732138
q1 · i? · theoretical · r3
Theoretical argument the article attributes to Kotzee (2017): epistemic injustice "might be activated through giving less credit to a student due to the identity prejudice teachers have". The article offers this as a conceptual account, not a tested finding.
"In a pedagogical space, epistemic injustice might be activated through giving less credit to a student due to the identity prejudice teachers have which resulted in taking student’s testimony less seriously."
Göktürk 2021 (2)¶
Göktürk, D. (2021). Epistemic Injustice and Cultural Processes in Education. Kastamonu Education Journal, 29(1), 218-227. https://doi.org/10.24106/kefdergi.732138
q1 · i? · theoretical · r2
Theoretical argument the article attributes to Kotzee (2017): the curriculum "has the potential of blocking and enabling" students' understanding of social experiences. The article concludes the curriculum functions as a means of epistemic injustice; no empirical evidence is reported.
"Putting all this together, Kotzee (2017) argues that the curriculum has the potential of blocking and enabling “students’ understanding of particular social experiences and encourage or inhibit the ability of students from particular cultures to express their particular understanding of the world.” (p.327)."
Discussion¶
Learner Variables¶
- Identity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Positioning Personal Experience As Epistemic Resource Supports Critical Orientation Expansion
- In the analyzed school setting, black girls experience testimonial injustice as direct discrimination and hermeneutical injustice as indirect, structural discrimination that personal effort cannot erode — a narrower finding that bears on this claim
- Cultural processes and forms of epistemic injustice should be taken into account in understanding how inequalities in education are produced and maintained — a broader claim this one bears on
- Eradicating hermeneutical injustice requires sufficient social equality in general, not only slight interpersonal hermeneutical empowerments — related
- The article argues education for global citizenship has the potential to improve quality of life and lessen inter- and intra-group violence toward a culture of peace — related
- Data construction can embed social values and patterns of privilege into data itself, perpetuating testimonial injustice — related
- Teachers see diversification as deliberate design of experiences for engaging with difference, not curriculum expansion — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-identity-prejudice-and-curriculum-can-enact-epistemic-injustice-toward-students |
title |
In a pedagogical space, epistemic injustice might be activated when teachers' identity prejudice leads them to give a student less credit, and the curriculum can block or enable students' understanding and expression of their social experiences |
description |
In a pedagogical space, epistemic injustice might be activated when teachers' identity prejudice leads them to give a student less credit, and the curriculum can block or enable students' understanding and expression... |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by claude/unspecified on 2026-09-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — göktürk-2021, göktürk-2021-2 |
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