How student-faculty pedagogical partnerships contributeto epistemic justice: valuing students’ knowledge(s)and cultivating confidence

• de Bie E. Marquis, A. ^[1] ; A. Cook-Sather ; L. P. Luqueño
  1. [1] McMaster University

     McMaster University

     Canadá

     
• Localización: Ikaskuntza-irakaskuntza akademikoaren eremu berriak arakatzen / Universidad del País Vasco - Euskal Herriko Unibertsitatea (aut.), 2019, ISBN 978-84-1319-033-4, págs. 1066-1071
• Idioma: inglés
• Enlaces
  • Texto Completo Libro (pdf)
• Resumen

  • Echoing a wide range of research, the UN’s sustainable development goals underscore theneed to make postsecondary education inclusive for students from marginalized groups (includingwomen, disabled, racialized, Indigenous, and LGBTQ+ students). Our work proposes that in additionto embracing human rights frameworks, we also need to politicize epistemic/affective states andaffirm the role that micro-level practices play in wider justice efforts. This proposition is in keepingwith critical writing by feminist and disability studies scholars, among others, who recognize thelimitation of only attending to structural reconciliation or redistribution (Fricker, 2007; Thomas, 1999;Stauffer, 2015) and argue for also redressing psychological forms of oppression (Bartky, 1990; Reeve,2012, 2015; Thomas, 1999, 2007). Our paper draws on data from two studies, one in Canada and onein the United States, focused on experiences of pedagogical partnership as described by studentstraditionally underrepresented and underserved in higher education. These students argue that suchcollaborations with faculty hold promise for creating more inclusive and responsive practices. Using theconcept of epistemic justice (Fricker, 2007), we explore how student-faculty partnerships can facilitateepistemological forms of equity and inclusion by (1) creating more equitable conceptions of knowingand knowledge that open possibilities for (2) fostering students’ confidence in their knowledge andwillingness to share it with others. While “confidence” (or related concepts like empowerment,agency, self-efficacy) is often noted as a positive outcome in pedagogical partnership literature (Cook-Sather & Luz, 2015), it has not been theorized in much depth. Our work thus contributes a frameworkthrough which we might clarify our use and understanding of these terms in our discussions of studentengagement. We argue that a conceptualization of “epistemic confidence” and practice of students aspartners in educational development/scholarship can bring about greater epistemic justice in highereducation. Rather than treat “confidence” as (only) an individual and psychological-level outcome, weamplify its political significance.