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Tracking Privilege‐Preserving Epistemic Pushback in Feminist and Critical Race Philosophy Classes

Published online by Cambridge University Press:  01 January 2020

Alison Bailey
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Abstract

Classrooms are unlevel knowing fields, contested terrains where knowledge and ignorance are produced and circulate with equal vigor, and where members of dominant groups are accustomed to having an epistemic home‐terrain advantage. My project focuses on one form of resistance that regularly surfaces in discussions with social‐justice content. Privilege‐preserving epistemic pushback is a variety of willful ignorance that many members of dominant groups engage in when asked to consider both the lived and structural injustices that members of marginalized groups experience daily. I argue that this dominant form of resistance is neither an expression of skepticism nor a critical‐thinking practice. I suggest that standard philosophical engagements with these expressions of resistance are incapable of tracking the harms of privilege‐preserving epistemic pushback. I recommend treating this pushback as a “shadow text,” that is, as a text that runs alongside the readings in ways that offer no epistemic friction. I offer this as one critical philosophical practice for making students mindful of the ways they contribute to the circulation of ignorance and epistemic violence during the course of their discussions.

Type
Found Cluster: Issues in the Profession
Information
Hypatia , Volume 32 , Issue 4 , Fall 2017 , pp. 876 - 892
Copyright
Copyright © 2017 by Hypatia, Inc.

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