Overview
- Provides a comprehensive approach to the theme of knowledge justice in higher education
- Informs theoretical explanations of academic practice towards knowledge justice
- Approaches teaching, learning and research in varied local and international contexts
Part of the book series: Debating Higher Education: Philosophical Perspectives (DHEP, volume 12)
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Table of contents (13 chapters)
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Front Matter
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Knowledge and Justice in Higher Education
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Front Matter
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Part II
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Front Matter
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Back Matter
Keywords
- Academic practice
- Cognitive justice
- Diversity and higher education
- Epistemic justice
- Universities and public good
- Higher education and public good
- Justice in education
- Philosophy of higher education
- Plurality and higher education
- Types of knowledge in universities
- Miranda Fricker
- Post- and de-colonial theory
- Justice as recognition
About this book
This book explains why universities, and academics within them, must engage with the diversity of knowledges and knowers that exist in the world. Through philosophical perspectives, theoretical frameworks and practical examples from around the world, the book searches for opportunities for renewal and inclusion in universities. It explains how higher education can better serve the purposes of social justice by re-evaluating the types of knowledge it promotes. Going beyond the identification and analysis of injustices in ways of knowing in academia, the book offers insights and examples of practices in teaching, research and work with the community which aim to move towards justice on an epistemic level. It argues that inclusion in the domain of knowledge can lead to the generation of knowledges and understandings that are more robust and better equipped to address the pressing needs of the plural worlds outside the university.
Contributions are included from authors working in varied disciplinary and cultural contexts in universities, who describe and explicate their work towards identifying epistemic injustice and finding spaces to advance knowledge justice in theory and in practice. The book will be beneficial to academics and those with an interest in the role of universities in serving the public good.
Editors and Affiliations
About the editor
Margaret Meredith has 20 years of experience as a senior lecturer in education departments in higher education in the UK and currently works at York St John University. Her current responsibilities include teaching and leadership on doctorate and master’s degree programmes. Prior to that she worked in the third/social sector as a youth worker, and for eight years was a primary school teacher in the UK and abroad.
She has co-written and co-coordinated a three-year international and multi-disciplinary Erasmus Mundus project which involved working with academics and practitioners to develop a handbook about the epistemologies, values and practices in the social economy. Her PhD drew on the experiences of co-ordinating the project using action research methodology to develop her own understanding and practices of participation and inclusion in the domain of knowledge in higher education.
Bibliographic Information
Book Title: Universities and Epistemic Justice in a Plural World
Book Subtitle: Knowing Better
Editors: Margaret Meredith
Series Title: Debating Higher Education: Philosophical Perspectives
DOI: https://doi.org/10.1007/978-981-99-9852-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024
Hardcover ISBN: 978-981-99-9851-7Published: 27 February 2024
Softcover ISBN: 978-981-99-9854-8Due: 15 April 2024
eBook ISBN: 978-981-99-9852-4Published: 26 February 2024
Series ISSN: 2366-2573
Series E-ISSN: 2366-2581
Edition Number: 1
Number of Pages: XI, 199
Number of Illustrations: 1 b/w illustrations
Topics: Higher Education, Philosophy of Education, Educational Philosophy