Potential of Participatory Action Research Processes to Overcome Epistemic Injustice in Non-ideal University Settings

Abstract

Participatory action research (PAR) in higher education is happening in non-ideal settings of epistemic justice. Therefore, taking into account these non-ideal settings, where epistemic injustices occurs, this concluding chapter discusses how and to what extent the eight case studies highlight epistemic capabilities and epistemic functionings, which of these (capabilities and functionings) can be enhanced, as well as where and what the challenges are. This reminds us of the importance of social, historical, and personal conversion factors and how they can constrain or boost the expansion of capabilities and functionings. Also, we are particularly interested in exploring whose capabilities and functionings are being augmented. This is critical for talking about epistemic injustice from a decolonial approach. This chapter also presents how the different experiences highlighted in this book could contribute to refining the main theories that underline this book in three directions: (1) epistemic capabilities and functionings and their relations with epistemic injustice, (2) key dimensions of participatory action research, and (3) the decolonial approach.