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Hermeneutiska orättvisor och ansvarLiljegren, Lovisa January 2019 (has links)
Hermeneutisk orättvisa är en orättvisa där en del av ens sociala erfarenheter görs obegripliga pågrund av ett hermeneutisk glapp i de kollektiva hermeneutiska resurserna. Följaktligen drabbas ett subjektav en objektiv svårighet i antingen 1) förstå sina sociala erfarenheter och/eller 2) kommunicerasina sociala erfarenheter. Fricker argumenterar för att det är ett strukturellt fenomen utan en individuellförövare. Därav uppkommer inte frågan om ansvar. Medina, å sin sida, argumenterar att ansvar uppkommeräven om det kan vara begränsat. I den här uppsatsen avser jag undersöka Medinas och Frickersståndpunkter för att utvärdera den större frågan om ansvar i förhållande till hermeneutisk orättvisa.Jag argumenterar, med Woomers begrepp misslyckat upptag, att Medina ger en bredare definitionav hermeneutisk orättvisa än Frickers ursprungliga definition. Vidare diskuterar jag Frickers och Medinasdelvis olika syn på ansvar. Jag argumenterar att individer kan hållas ansvariga för att bidra till hermeneutiskmarginalisering. Följt detta bär de något slags ansvar för att skapa möjligheten för att hermeneutiskaorättvisor kan existera. Med Goetzes distinktion mellan kognitiv och kommunikativ skadaav hermeneutisk orättvisa argumenterar jag vidare att individer trots allt kan hållas ansvariga i relationtill den kommunikativa skadan av orättvisan, men inte den kognitiva. Således håller jag delvis med bådeFricker och Medina. / Hermeneutical injustice is the injustice of having some part of ones social experiences unintelligibledue to a hermeneutical gap in the collective hermeneutical resources. Consequently, a subject suffersan objective difficulty in either 1) understanding his/her social experiences and/or 2) communicatinghis/her social experiences. Fricker argues that it is a structural phenomenon with no individual perpetrator.Hence, the question of responsibility does not arise. Medina, on the other hand, argues thatresponsibility does arise though it may be limited. In this paper my aim is to examine Medinas andFrickers position in order to evaluate the larger question of responsibility in relation to hermeneuticalinjustice. I argue, with Woomers notion of uptake failure, that Medina gives a wider definition of hermeneuticalinjustice than Frickers original definition. Furthermore I discuss their partially differentviews of responsibility. I argue that individuals can be held responsible for contributing to hermeneuticalmarginalization. They therefore bear some kind of responsibility for creating the possibility forhermeneutical injustices. With Goetzes distinction between the cognitive and communicative harm ofhermeneutical injustice I further argue that individuals can be held responsible in relation to the communicativeharm of the injustice, but not the cognitive. I therefore in some aspects agree with bothMedina and Fricker.
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”Ibland är det halva klassen som inte fattar, men det vågar de inte säga” : Anonyma digitala enkäter som ett stöd i filosofiundervisningen i gymnasieskolan / Sometimes Half the Class Doesn’t Get It, But They Dare Not Say : Anonymous Digital Surveys as a Benefit within Upper Secondary School Philosophy EducationDean, Andrea January 2024 (has links)
Syftet med arbetet är att undersöka eventuella vinster med att använda anonyma digitala enkäter i filosofiundervisningen i gymnasieskolan. Utgångspunkten är vissa elever kan vara mindre benägna att delta muntligt under filosofilektioner jämfört med lektioner i andra ämnen, vilket delvis kan kopplas till att eleverna upplever att de riskerar att utsättas för epistemisk orättvisa i form av vittnesorättvisa. Undersökningen har genomförts i samband med en lektionsserie i epistemologi som genomfördes på en VFU-skola. Tre olika datainsamlingsmetoder har använts: semistrukturerade gruppintervjuer med syfte att undersöka vilka hinder elever upplever i filosofiundervisningen och huruvida anonyma digitala enkäter kan hjälpa dem att övervinna dessa, två kvantitativa flervalstest med syfte att testa elevernas epistemologikunskaper före och efter lektionsseriens genomförande samt en deltagande klassrumsobservation med fokus på metodens hjälp i den formativa bedömningen. Resultatet visar att anonyma digitala enkäter har god potential att fungera som ett stöd i filosofiundervisningen i förhållande till de olika utmaningar som diskuteras i arbetet. / The purpose of this study is to investigate potential benefits of using anonymous digital surveys in Swedish upper secondary school philosophy education. The study assumes that some students may be less inclined to participate orally during philosophy lessons compared to lessons in other subjects, which can partially be linked to students perceiving a risk of being subjected to epistemic injustice in the form of testimonial injustice. The study was conducted in conjunction with a series of lessons on epistemology, which were taught at a placement school. Three different data collection methods were used: semi-structured group interviews aimed at exploring the obstacles students experience in philosophy education and whether anonymous digital surveys can help them overcome these obstacles, two quantitative multiple-choice tests aimed at assessing students' knowledge of epistemology before and after the lesson series, and a participatory classroom observation focusing on the method's benefits for formative assessment. The results indicate that anonymous digital surveys have good potential as a benefit within philosophy education in relation to the various challenges discussed in the study.
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”Det talade ordet är överskattat” : En kvalitativ studie om stödpersonals arbete med alternativ kompletterande kommunikation / "The spoken word is overrated" : A qualitative study on support staff's work withalternative and augmentative communicationJakobsen, Alexander, Sandgren, Eddie January 2024 (has links)
People with disabilities often have limited communication abilities. Augmentative and alternative communication (AAC) is a widely spread method that allows people with communication difficulties to express themselves. People with disabilities are often reliant on care from people in their environment. The law ensures that everyone has the right to a communication and that people with disabilities have a right to self-determination and complicity. However the implementation and outcomes of AAC depend on the conditions in the users environment. The purpose of our study is thereby to understand how personal, relational and organizational conditions can affect care-staffs work with AAC. Data has been gathered doing semi-structured interview with nine informants who work in organizations that carefor people with disabilities. The data has then been analyzed using a thematic analysis. The main result of our study shows that care-staff perceive their role as an enabler for communication. The study also concludes that there are various organizational factors, such as access to resources, that affect the care-staffs work with AAC.
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Neither victim nor fetish : ‘Asian’ women and the effects of racialization in the Swedish contextHooi, Mavis January 2018 (has links)
People who are racialized in Sweden as ‘Asian’—a panethnic category—come from different countries or ethnic backgrounds and yet, often face similar, gender-specific forms of discrimination which have a significant impact on their whole lives. This thesis centres women who are racialized as 'Asian', focusing on how their racialization affects, and is shaped by, their social, professional and intimate relationships, and their interactions with others—in particular, with white majority Swedes, but also other ethnic minorities. Against a broader context encompassing discourses concerning ‘Asians’ within Swedish media, art and culture, Swedish ‘non-racist’ exceptionalism and gender equality politics, the narratives of nine women are analysed through the lenses of the racializing processes of visuality and coercive mimeticism, and epistemic injustice.
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