“Me Too”: Epistemic Injustice and the Struggle for Recognition

Debra L. Jackson

doi:10.5206/fpq/2018.4.6231

Debra L. Jackson

Open Access

https://doi.org/10.5206/fpq/2018.4.6231

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Abstract

Congdon (2017), Giladi (2018), and McConkey (2004) challenge feminist epistemologists and recognition theorists to come together to analyze epistemic injustice. I take up this challenge by highlighting the failure of recognition in cases of testimonial and hermeneutical injustice experienced by victims of sexual harassment and sexual assault. I offer the #MeToo movement as a case study to demonstrate how the process of mutual recognition makes visible and helps overcome the epistemic injustice suffered by victims of sexual harassment and sexual assault. I argue that in declaring “me too,” the epistemic subject emerges in the context of a polyphonic symphony of victims claiming their status as agents who are able to make sense of their own social experiences and able to convey their knowledge to others.

Highlights

Congdon (2017), Giladi (2018), and McConkey (2004) challenge feminist epistemologists and recognition theorists to come together to analyze epistemic injustice
#MeToo is not the first social media campaign aimed at drawing attention to sexual harassment and sexual assault
I describe the recognitive failures of testimonial injustice and hermeneutical injustice, and argue that in declaring “me too,” the epistemic subject emerges in the context of a polyphonic symphony of victims claiming their status as agents who are both able to make sense of their own social experiences and able to convey their knowledge to others

Summary

Introduction

Congdon (2017), Giladi (2018), and McConkey (2004) challenge feminist epistemologists and recognition theorists to come together to analyze epistemic injustice. I describe the recognitive failures of testimonial injustice and hermeneutical injustice, and argue that in declaring “me too,” the epistemic subject emerges in the context of a polyphonic symphony of victims claiming their status as agents who are both able to make sense of their own social experiences and able to convey their knowledge to others.

Results

Conclusion