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Epistemic injustice and bias towards LGBTQIA+ youth within schools

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posted on 2022-11-07, 23:10 authored by Maddy Forcha

Lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) youth face harm and discrimination within schools. These harms are persistent. The argument of this thesis is that the philosophical field of social epistemology and especially the concept of epistemic injustice may provide an explanation for why these harms persist, as well as helping to reveal new ways forward for addressing them. The thesis takes the failed Safe Schools Coalition Australia program (SSCA), and the public debate about the program, as a case study for understanding and addressing the problem. This thesis is comprised of three chapters. Chapter 1 sets out the persistent nature of the harms that LGBTQIA+ youth face within schools. It also introduces the two key theorists whose work will inform my argument: Miranda Fricker (2007) and José Medina (2013). In this chapter I will apply their theoretical work in social epistemology to questions about the role of ignorance in perpetuating these harms, as well as to questions about responsibility for the failure of Safe Schools, and ongoing harms towards LGBTQIA+ youth. Chapter 2 draws on Medina’s concept of a resistant imagination to provide suggestions for change at the individual level. Finally, Chapter 3 argues that the Safe Schools program was an embodiment of what Medina calls a resistant imagination, and that the program offered a promising way forward, despite its initial failure. Drawing on arguments by Louise Richardson-Self, I make a case for reviving this program (or something equivalent) despite its having failed once.

History

Table of Contents

Introduction -- Chapter 1: The Persistent Harms to LGBTQIA+ Youth and the Problem of Responsibility -- Chapter 2: A Possible Solution for Individual Level Change – The Role of Epistemic Friction and a Resistant Imagination -- Chapter 3: Safe Schools as an Embodiment of a Resistant Imagination – The Possibility of a Successor Program -- Conclusion -- References

Notes

A Thesis submitted for the degree of Master of Research (Philosophy)

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

Thesis (MRes), Department of Philosophy, Faculty of Arts, Macquarie University

Department, Centre or School

Department of Philosophy

Year of Award

2022

Principal Supervisor

Katrina Hutchison

Rights

Copyright: The Author Copyright disclaimer: https://www.mq.edu.au/copyright-disclaimer

Language

English

Extent

75 pages

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