Three new bits (a short paper, a workshop, and a symposium) to be presented at the International Conference of the Learning Sciences, based on some of the reading and thinking I’ve been doing around epistemic injustice and the intersection of ethics and the epistemic in dilemmas. The short paper is sole author, but the other two are with fantastic international collaborators and I’m really looking forward to the events!
Randi Zimmerman and Clark Chinn (Rutgers) also have a great long paper (thanks to Randi for a preview) accepted on epistemic injustice and its importance for the field.
Short paper, ‘The ethical turn in epistemic cognition’ abstract: An engaged, informed citizenry is important for tackling many of the words most pressing sustainability issues. Epistemic cognition research may play a key role in understanding and developing such capacities. Recent shifts in epistemic cognition that draw on social epistemology are to be welcomed, however, there is further potential here in drawing on a recent ethical turn in epistemology to make explicit the ethical assumptions underpinning the area of epistemic cognition. That is, that epistemic cognition has ethical dimensions, including that we (1) care about consequential issues, epistemic issues that have stakes, (2) have epistemic obligations, and (3) should attend to concerns of epistemic injustice. I argue for scoping epistemic cognition to recognize these ethical turns, reflecting that the significance of bringing these concerns – already present in much work – into focus for further inquiry. Download the paper here.
Workshop ‘Epistemic Cognition for Classrooms: Developing a Toolkit’, abstract:
How do you build epistemic cognition into classrooms?
Come along to our half day workshop to develop and share resources to support teachers in understanding and applying epistemic cognition to their practice.
We invite those with an interest in epistemic cognition, teaching and design, and teacher professional development to participate. During the workshop we will discuss, and develop resources for:
- introducing educators to the key issues and foci of epistemic cognition
- recommendations for practice that might be applied at a school and teacher level
- example resources such as scaffolds and dialogue guides that could be adapted by teachers to support their practice
The workshop will be structured to co-create resources by building consensus and creating shared collectively authored documents in the session.
While participation is open to anyone who registers for the workshop, if you would like to share resources or thoughts in advance we would welcome contributions (from all) at this URL https://tinyurl.com/ICLS-epistemic. Please contact the workshop organisers with any questions or suggestions
Workshop organisers: Simon Knight (University of Technology Sydney, Australia, firstname.lastname@example.org ), Leila Ferguson (Kristiania University College, Norway), Eva Thomm (University of Erfurt, Germany), Randi Zimmerman (Rutgers University, US), Helenrose Fives (Montclair State University, US). (Workshop proposal downloadable here)
Symposium, Data Literacies and Social Justice: Exploring Critical Data Literacies through Sociocultural Perspectives, abstract: The ability to interpret, evaluate, and make data-based decisions is critical in the age of big data. Normative scripts around the use of data position them as a privileged epistemic form conferring authority through objectivity that can serve as a lever for effecting change. However, humans and materials shape how data are created and used which can reinscribe existing power relations in society at large (Van Wart, Lanouette & Parikh, in press). Thus, research is needed on how learners can be supported to engage in critical data literacies through sociocultural perspectives. As a field intimately concerned with data-based reasoning, social justice, and design, the learning sciences is well-positioned to contribute to such an effort. This symposium brings together scholars to present theoretical frameworks and empirical studies on the design of learning spaces for critical data literacies. This collection supports a larger discussion around existing tensions, additional design considerations, and new methodologies. (Symposium outline available here).