Fricker's two-subset framework of epistemic injustice: testimonial and hermeneutical¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article adopts Miranda Fricker's account of epistemic injustice, which focuses on representation and participation in knowledge production and how unjust epistemic practices silence people and deprive society of epistemic resources. It specifies two subsets: testimonial injustice, where an individual is treated unjustly in their capacity as a knower, and hermeneutical injustice, where a significant area of social experience is obscured from collective understanding owing to hermeneutical marginalization. The author uses this framework to analyze how datafication can challenge or exacerbate each type. The article stresses that hermeneutical injustice is connected to social power and privilege, not merely a gap in language.

Design Implications¶

Context¶

Requirements¶

• Understanding the framework requires attending to how power and privilege shape what is recognized as valid knowledge, since the article says epistemic cultures are the nexus where power, privilege, and oppression intersect with understandings of truth.

Constraints¶

Target Learners¶

• students in datafied learning environments
• marginalized communities subject to educational data collection

Target Learning Objectives¶

• recognizing and redressing epistemic injustice in knowledge production and data practices

Claims¶

• Data Construction Embeds Privilege In Data [+W]

Related Theories¶

Examples¶

• Data activism through intentional participation, student-centric learning analytics, and storytelling

Key Sources¶

• Haarman, Susan. (2021). The Data Should Not Speak for Itself: Epistemic Injustice and Data as Rhetoric. Philosophical Studies in Education 52. https://www.ovpes.org/