Abstract
This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice. Insight into the cultural processes and the concept of epistemic injustice direct us to the conceptualization of agency of the actors within the educational domain and the institutionalized relations of domination and recognition. The article employs two cultural processes: identification (stigmatization and racialization) and rationalization (standardization and evaluation) and two epistemic injustice models: testimonial and hermeneutical injustice to understand the production of inequalities and relations of domination in a school setting (Lamont, Beljean and Clair, 2014; Fricker, 2017). This goal is animated by this research question: “How to understand the production of inequalities in a school setting through cultural processes and epistemic injustice?” Taking into account cultural processes and epistemic injustice, this article argues that the literature on education should include diverse epistemic approaches to problematize the ways of the transmission of structural inequalities in society to education and how these inequality forms are complementary to current practices. The result indicates that cultural processes and epistemic injustice forms should be taken into consideration in understanding the production and maintenance of inequalities in education.
Highlights
This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice
This goal is animated by this question: How to understand the production of inequalities in a school setting through cultural processes and epistemic injustice? Taking into account cultural processes and epistemic injustice, this article argues that the literature on education should include diverse epistemic approaches to problematize the ways of the transmission of structural inequalities in society to education and how these inequality forms are complementary to current practices
In her comparison of everyday practices of male and female adolescents in a majority-white suburban school, it is seen that social relations in this school setting are designed around social class, ethnicity, and gender
Summary
This article provides a framework for understanding social and cultural inequalities in education in the context of cultural processes and epistemic injustice. As Medina (2013) points out, the sphere of epistemic activity should focus on epistemic dimensions of social interactions and trace power and privilege structures in society In this context, Medina (2013) proposes some central questions that potentially interrogate the scope and the limits of individual and collective agency based on identity: “Who has a voice and who doesn’t? Medina (2013) tries to generate a critical link between the forms of knowledge and identity to construct a responsible and responsive approach to the issues of subjectivities In this context, Medina (2013) invites us to question and problematize epistemic practices and monolithic cultural and social contexts. In this article, taking these questions as the prominent items of the literature on the structural inequalities in society, it is critical to engage in and problematize the inequality structures in education and examine the production of inequalities, institutionalized relations of domination, and recognition
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