What do kids know? A response to Karin Murris

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    Abstract

    Building on Miranda Fricker’s work on epistemic injustice, Karin Murris has recently argued that children in school characteristically receive a credibility deficit based on a disparaging stereotype of children, and charged teachers with eschewing such stereotypes and committing to epistemic equality. I raise some objections to Murris’s argument.
    Original languageEnglish
    Pages (from-to)327-330
    Number of pages4
    JournalStudies in Philosophy and Education
    Volume34
    Issue number3
    Early online date6 Mar 2015
    DOIs
    Publication statusPublished - May 2015

    Keywords

    • epistemic injustice
    • testimonial injustice
    • epistemic equality
    • credibility deficit

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