Epistemic Injustice and the Attention Economy

Smith, Leonie; Archer, Alfred

doi:10.1007/s10677-020-10123-x

Cited by 27 publications

(13 citation statements)

References 45 publications

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“…Paying attention is also about ‘giving time to a speaker’. Yet this time given must be filled with a certain quality, as we can listen but not take it seriously (Smith and Archer, 2020). Alternatively, attention can be directed at arguably wrong aspects of a speaker’s identity, such as the alleged victimhood of the sex workers discussed above.…”

Section: Time and The Social Circulation Of Knowledgementioning

confidence: 99%

Temporality in epistemic justice

Valkenburg

2022

Time & Society

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Democracy requires some sort of exchange of knowledge between holders of different knowledge positions. The concept of epistemic justice brings the ability to know and the right to be recognised as a knowledgeable person under a scheme of justice. It problematises social conditions that potentially compromise the ability to share knowledge and thereby effectuate change and the possibility of being recognised as a knowing subject and being granted access to equitable means of producing knowledge. This paper engages with temporal aspects of epistemic justice. What role do temporalities play in people’s possibilities to create knowledge and the way they create knowledge? What role does time play in the valuation and circulation of knowledges? How do hegemonic conceptions of time potentially make some knowledges circulate more freely than others? Since conceptions of time connect to specific forms of knowledge, hierarchies and speakabilities of temporalities form an immediate correlate of hierarchies of knowledge. By extension, such hierarchies feed into schemes of epistemic justice. Thus, democracy’s duty to emancipate suppressed voices requires emancipating the times from which those suppressed voices speak.

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Section: Time and The Social Circulation Of Knowledgementioning

confidence: 99%

Temporality in epistemic justice

Valkenburg

2022

Time & Society

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“…22 Some exceptions include Fairweather and Montemayor (2017), Siegel (2017), Smith and Archer (2020), Munton (2021), and Gardiner ( 2022).…”

Section: Goal-oriented Structuralismmentioning

confidence: 99%

Rumination and Wronging: The Role of Attention in Epistemic Morality

Saint-Croix

2022

Episteme

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The idea that our epistemic practices can be wrongful has been the core observation driving the growing literature on epistemic injustice, doxastic wronging, and moral encroachment. But, one element of our epistemic practice has been starkly absent from this discussion of epistemic morality: attention. The goal of this article is to show that attention is a worthwhile focus for epistemology, especially for the field of epistemic morality. After presenting a new dilemma for proponents of doxastic wronging, I show how focusing on attention not only allows us to defuse that dilemma, but also helps to substantiate accounts of what goes wrong in cases of doxastic wronging.

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“…Though the modern university has been in Africa over many centuries, it is pointing that the Ubuntu only begun to be given attention only a few decades ago (Horsthemke and Enslin 2009). In the interrogation of the paradigm of Ubuntu, we borrow from the perspective of epistemic attention deficit, a concept advanced by Smith and Archer (2020). Accordingly, epistemic attention deficit is the "failure to pay someone the attention they are duet in their role as epistemic agents.…”

Section: The Paradigm Of Decolonisation As Ubuntumentioning

confidence: 99%

A critical interrogation of paradigms in discourse on the decolonisation of higher education in Africa

Hungwe

Ndofirepi

2022

SAJHE

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There have been persistent contestations over the conceptual implications of paradigms in the decolonisation of higher education in Africa. As a contribution towards the continued pursuit of a succinct conceptualisation of decolonisation, this conceptual article interrogates four paradigms that undergird the decolonisation of higher education in Africa. These paradigms – decolonisation as Africanisation, decolonisation as indigeneity in education, racial undertones, and decolonisation as Ubuntu – are employed as benchmarks for decolonisation. The unexamined entrenchment of these paradigms within the decolonisation of higher education, however, tends to encumber the intended goals of that process. The conclusion arrived at here, is that while decolonisation is a noble cause that must be pursued consistently; the distortion of these paradigms ultimately hinders the objectives of decolonizing African higher education.

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Epistemic Injustice and the Attention Economy

Cited by 27 publications

References 45 publications

Temporality in epistemic justice

Temporality in epistemic justice

Rumination and Wronging: The Role of Attention in Epistemic Morality

A critical interrogation of paradigms in discourse on the decolonisation of higher education in Africa

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