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Haarman, Susan – Philosophical Studies in Education, 2021
In this article, Susan Haarman discusses the ways in which datafication technologies such as Big Data and algorithms have the potential to either challenge or exacerbate what Miranda Fricker calls epistemic injustice. She briefly defines epistemic injustice using Fricker's subsets of testimonial and hermeneutical injustice before moving to the…
Descriptors: Data Analysis, Hermeneutics, Activism, Story Telling
Anderson, Morgan – Philosophical Studies in Education, 2021
While questions surrounding the relationship between education and technology have captured the attention of philosophers of education in recent decades, such concerns have assumed new import. Although educational technology had become an increasingly ubiquitous facet of schooling in the years preceding COVID-19, the swift shift to remote…
Descriptors: Educational Philosophy, Educational Quality, Technology Uses in Education, COVID-19
Haarman, Susan – Philosophical Studies in Education, 2020
Two practices in education--community-based learning and deliberative democratic discourse--have been lauded as highly effective in instilling democratic values in students and preparing them to be active citizens. Both practices have the potential to facilitate the formation of publics in the Deweyan understanding--the building block of…
Descriptors: Service Learning, Democracy, Democratic Values, Citizen Participation
Weems, Lisa D. – Philosophical Studies in Education, 2013
This article examines the need for an epistemological and ethical shift to a "guerilla pedagogy" in education. Guerilla pedagogy is characterized as a form of engagement that utilizes a wide variety of strategies, tactics, and missives toward the goal of "reterritorializing" both the academy and what counts as knowledge…
Descriptors: Instruction, Performance, Responsibility, Educational Philosophy