Epistemic injustice and the children's well-being
Research output: Contributions to collected editions/works › Chapter › peer-review
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Epistemic injustice and the children's well-being. / Schües, Christina.
Justice, Education and the Politics of Childhood. ed. / J. Drerup; G. Graf ; C. Schickhardt; G. Schweiger . Berlin, Cham : Springer, 2016. p. 155-170 (Philosophy and Politics - Critical Explorations; Vol. 1).Research output: Contributions to collected editions/works › Chapter › peer-review
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TY - CHAP
T1 - Epistemic injustice and the children's well-being
AU - Schües, Christina
PY - 2016
Y1 - 2016
N2 - Children have a fine sense of injustice. But can they report their experiences? Are their voices heard? This essay criticizes conceptions of justice that focus merely on the offender, and, thus, dismiss the experiences of the affected. In order to discuss children’s life, it is necessary to include their experiences and perspectives, and to give them their own voice. By addressing ethical and epistemic injustice, this approach enfolds the sense of injustice itself, it poses the question of how to describe injustice as a phenomenon on its own, and depicts prejudices caused by ageism, racism, or sexism that may exclude the testimony of particular persons, for instance children. Children belong to the group that is particularly vulnerable to being affected by ethical and epistemic injustice because their testimony is dismissed quite easily. They are born into and live in relations, they did not choose. Based on these relations children experience the surrounding world, they feel trust or mistrust, and they face injustice or justice towards themselves or others. Ethical and epistemic injustices violate the children’s well-being.
AB - Children have a fine sense of injustice. But can they report their experiences? Are their voices heard? This essay criticizes conceptions of justice that focus merely on the offender, and, thus, dismiss the experiences of the affected. In order to discuss children’s life, it is necessary to include their experiences and perspectives, and to give them their own voice. By addressing ethical and epistemic injustice, this approach enfolds the sense of injustice itself, it poses the question of how to describe injustice as a phenomenon on its own, and depicts prejudices caused by ageism, racism, or sexism that may exclude the testimony of particular persons, for instance children. Children belong to the group that is particularly vulnerable to being affected by ethical and epistemic injustice because their testimony is dismissed quite easily. They are born into and live in relations, they did not choose. Based on these relations children experience the surrounding world, they feel trust or mistrust, and they face injustice or justice towards themselves or others. Ethical and epistemic injustices violate the children’s well-being.
KW - Philosophy
KW - Children
KW - Ethics
KW - Fricker
KW - Justice
KW - Relations
KW - Shklar
KW - Society
KW - Trust
UR - http://www.scopus.com/inward/record.url?scp=85101512273&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-27389-1_10
DO - 10.1007/978-3-319-27389-1_10
M3 - Chapter
SN - 978-3-319-27387-7
T3 - Philosophy and Politics - Critical Explorations
SP - 155
EP - 170
BT - Justice, Education and the Politics of Childhood
A2 - Drerup, J.
A2 - Graf , G.
A2 - Schickhardt, C.
A2 - Schweiger , G.
PB - Springer
CY - Berlin, Cham
ER -