Study identifies how schools silence some students' voices and ideas
A review of 64 educational studies finds that schools systematically dismiss knowledge and perspectives from students based on race, disability, gender, and economic status. The discovery matters to administrators and policymakers because it reveals a concrete mechanism—called discriminatory epistemic injustice—that undermines inclusion efforts, even when policies explicitly aim for equity.
Originaltitel: Who Gets to Know, Speak, and be Heard? A Scoping Review of Discriminatory Epistemic Injustice (DEI) in Educational Research
There is a lack of a universal definition of inclusion. Researchers have defined the term as being related to inclusion for all, despite race, ethnicity, disability, gender, sexual orientation, language and socioeconomic status. During recent years a new concept has been used in this domain, discriminatory epistemic injustice (DEI). This paper aims to investigate whether this concept may contribute to the definition of inclusion in education. This study’s primary objective was to examine how DEI is apparent within educational contexts, which involves a review of existing educational research for relevant peer-reviewed articles. From this comprehensive search, we carefully selected, reviewed, and analyzed 64 scholarly articles representing diverse global regions. The results of our analysis underscore the widespread prevalence of DEI across diverse educational settings, which means the concept can be related to inclusion in practice.