David Stroupe: Disrupting epistemic injustice in classrooms

While “science practices” are featured heavily in current reform efforts, such efforts do not automatically result in opportunities for students to actively shape science knowledge practices.

When students are denied opportunities to shape science knowledge practices, and receive messages that their ideas, experiences, and communities are unscientific,philosophers name such harm as epistemic injustice.

To disrupt epistemic injustice, I use lenses from fields such as the History and Philosophy of Science to examine how students become transformative epistemic agents in their schools and communities by co-developing science knowledge and practices with teachers.