Failures and possibilities of epistemic justice,with some implications for higher education     

Melanie Walker 《Critical Studies in Education》2020,61(3):263-278

ABSTRACT

This papers draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and how the historical example can point us in the direction of higher education as a space for Amartya Sen’s redressable injustices if underpinned by Miranda’s Fricker’s core capability of epistemic contribution being available pedagogically to all. The paper engages with ideas, practices and actions fostered by Black Consciousness against apartheid as both a hermeneutical and a testimonial injustice in South Africa, with both having a relational structure of giving and receiving, as Fricker argues and as Jose Medina elaborates by extending the structure to include the communicative and participatory. The paper then shows the importance of these conceptual frames to transformative higher education practices and how such practices might contribute to more epistemic justice in higher education.  相似文献   

Treating abused children: Some clinical and research aspects of work carried out by the national advisory centre of the National Society for the Prevention of Cruelty to Children in the United Kingdom     

Judith Trowell  Raymond L. Castle 《Child abuse & neglect》1981,5(2):187-192

A study of the initial phase of intensive work with families indicated that whilst outreach techniques had dramatically reduced physical injury there was long-term distortion in the child's relationship with mother (parent) less amenable to change. The most recent phase of work has concentrated on direct treatment for the abused child, using a multidisciplinary team that includes a play specialist and child psychotherapist in addition to the social workers involved. Out of a total number of 66 children seen between April 1977 and December 1979 it was alarming to find that almost all were emotionally disturbed; even if the abuse did not reoccur they remained with considerable problems. The study highlights the degree of emotional disturbance suffered by these abused children and how they can be helped by focusing on their particular treatment needs. It is important to assess all children in the family situation and not to miss the quiet, depressed, withdrawn child who might not have been the subject of the initial referral. In some instances the needs of the child may outweigh those of the family and the focus of treatment must be on the child.  相似文献   

Identification and reporting of child maltreatment by Head Start personnel: attitudes and experiences   总被引：1，自引：0，他引：1  

N N Nightingale  E F Walker 《Child abuse & neglect》1986,10(2):191-199

A two-part questionnaire was administered to 143 Head Start personnel in order to determine how personal characteristics of the Head Start workers and the characteristics of the families they serve, affect the identification and reporting of child maltreatment. Of additional interest was whether some forms of maltreatment, once identified, would be more likely to be reported than other forms of maltreatment. The results support the efficacy of educational programs in child maltreatment for increasing the identification and reporting of maltreatment by workers. They also indicate that there are complex interactions between certain characteristics of the reporter (e.g., educational level) and prior training in maltreatment identification. Finally, neglect, although more frequently identified by the workers, appears to be least likely of all forms of maltreatment to be reported to official sources. Results are discussed in light of their implications for future research and practical application.  相似文献   

Book Reviews     

Roberts Braden  Judith K. Meyers 《Educational technology research and development : ETR & D》1988,36(3):179-181

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Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献   

Emerging Principalship Collaborative Style: Towards Research in Mentoring     

Chong Keng Choy  Low Guat Tin  Allan Walker 《Asia Pacific Journal of Education》1993,13(2):66-72

An earlier exploratory study (Chong, 1991) suggest that a collaborative style of principalship is expected to emerge from the mentoring process. This paper highlights aspects of the environment of school management in Singapore which are beginning to support this emerging style that future principals are learning to adopt. It also identifies some possible areas for further research. Implications for policy and management are discussed. Mentoring episodes in Singapore could provide a unique opportunity for research that explicate a theory of morphogenesis.  相似文献   

Questions from our readers: commentary on "lamaze in the 21st century"          下载免费PDF全文

Lothian JA 《The Journal of perinatal education》2002,11(1):viii-viix

In response to Lamaze International's latest position paper, "Lamaze in the 21st Century," the author discusses the concept of normal birth and identifies the need for an advocacy effort in support of normal birth as the standard procedure.  相似文献   

Expert science teaching educational evaluation model (ESTEEM): Measuring excellence in science teaching for professional development     

Judith A. Burry-Stock  Rebecca L. Oxford 《Journal of Personnel Evaluation in Education》1994,8(3):267-297

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An Explanation of Drafting Behaviours in the Production of Distance Education Materials   总被引：2，自引：0，他引：2  

Judith Riley 《British journal of educational technology : journal of the Council for Educational Technology》1984,15(3):226-238

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Comprehending cohesion     

Judith Smith  John Elkins 《Literacy》1984,18(3):153-159

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