Abstract

What should we do then when we do not feel comfortable with the dominant way of considering the construction of knowledge? When one has the feeling that epistemic injustices are emerging, that neutrality produces violence? I propose to answer these questions by tracing the construction of the posture I adopt today in my research and teaching of female students in education sciences at the University of Geneva as well as at the Doctoral School in Education Sciences (EDSE). In line with the title of this paper, I consider the notion of epistemological posture as a "space for ethical reflection", i.e. a "space for reflection on how to 'direct one's conduct' as a researcher" (Matthey, 2005). The construction of this space is a journey of encounters and links. It requires audacity and authorisation, often confronts researchers with adversity and sometimes plunges them into solitude. Seeking alternatives to positivism places researchers in minority positions that force them to constantly justify themselves in relation to the dominant scientific norms.

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