Affirming epistemic equality in pedagogical relationships: Outlining theory and practice

Aline Nardo

Affirming epistemic equality in pedagogical relationships: Outlining theory and practice

Research output: Contribution to journal › Article › peer-review

Abstract

This paper sketches the outlines of a pedagogy for epistemic justice that aims to embody epistemic equality axiomatically, rather than pursuing it as an aim. To do so, the paper draws from a post-critical lens and engages with the perspectives of Rancière, Roth, and Heidegger.

Original language	English
Journal	Educational Reflective Practices
Publication status	Accepted/In press - 27 Nov 2024
Event	Scuola Democratica - University of Cagliari, Cagliari, Italy Duration: 3 Jun 2024 → 6 Jun 2024

Keywords / Materials (for Non-textual outputs)

epistemic justice
equality
dwelling
poetry
pedagogy

Cite this

@article{c6bb009ef7594ea7826a057e4fc06454,

title = "Affirming epistemic equality in pedagogical relationships: Outlining theory and practice",

abstract = "This paper sketches the outlines of a pedagogy for epistemic justice that aims to embody epistemic equality axiomatically, rather than pursuing it as an aim. To do so, the paper draws from a post-critical lens and engages with the perspectives of Ranci{\`e}re, Roth, and Heidegger.",

keywords = "epistemic justice, equality, dwelling, poetry, pedagogy",

author = "Aline Nardo",

year = "2024",

month = nov,

day = "27",

language = "English",

journal = "Educational Reflective Practices",

issn = "2240-7758",

publisher = "Franco Angeli Edizioni",

note = "Scuola Democratica ; Conference date: 03-06-2024 Through 06-06-2024",

}

TY - JOUR

T1 - Affirming epistemic equality in pedagogical relationships

T2 - Scuola Democratica

AU - Nardo, Aline

PY - 2024/11/27

Y1 - 2024/11/27

N2 - This paper sketches the outlines of a pedagogy for epistemic justice that aims to embody epistemic equality axiomatically, rather than pursuing it as an aim. To do so, the paper draws from a post-critical lens and engages with the perspectives of Rancière, Roth, and Heidegger.

AB - This paper sketches the outlines of a pedagogy for epistemic justice that aims to embody epistemic equality axiomatically, rather than pursuing it as an aim. To do so, the paper draws from a post-critical lens and engages with the perspectives of Rancière, Roth, and Heidegger.

KW - epistemic justice

KW - equality

KW - dwelling

KW - poetry

KW - pedagogy

UR - https://journals.francoangeli.it/index.php/erpoa/index

M3 - Article

SN - 2240-7758

JO - Educational Reflective Practices

JF - Educational Reflective Practices

Y2 - 3 June 2024 through 6 June 2024

ER -

Affirming epistemic equality in pedagogical relationships: Outlining theory and practice

Abstract

Keywords / Materials (for Non-textual outputs)

Other files and links

Embargoed Document

Fingerprint

Cite this