epistemic violence and philosophy for children
toward an epistemically capacious community of inquiry
DOI:
https://doi.org/10.12957/childphilo.2026.94211Parole chiave:
epistemic violence, community of philosophical inquiry, communicative reciprocity, historicizing, epistemic injusticeAbstract
Questo articolo analizza concettualmente gli scambi discorsivi e le pratiche che descrivono, perpetuano o contribuiscono alla violenza epistemica. Lo scopo di questa analisi è quello di attirare l'attenzione sulla violenza epistemica come concetto che può aiutare più accuratamente a identificare e affrontare i danni epistemici strutturali all'interno delle comunità di ricerca P4C. Questo punto viene evidenziato confrontando il concetto di "ingiustizia epistemica" di Miranda Fricker con il concetto di "violenza epistemica", coniato da Gayatari Chakravorty Spivak e ampliato da studiosi come Kristie Dotson. Gli autori collegano la violenza epistemica ai sistemi epistemologici e alle loro logiche specifiche, che privilegiano determinati tipi di conoscenza e modalità di conoscenza rispetto ad altri. Questo viene spiegato ulteriormente attraverso l'"approccio sistemico" di Dotson all'oppressione epistemica, che descrive le esclusioni epistemiche strutturali e i loro rimedi all'interno di un sistema epistemologico. Dopo aver applicato questo quadro alle situazioni descritte dagli studiosi e dai professionisti della P4C, gli autori suggeriscono due pratiche pedagogiche che hanno la capacità di mitigare o affrontare la violenza epistemica all'interno delle comunità di ricerca.
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