Apa Newsletter on Feminism and Philosophy 14 (1):3-7 (2014)
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My contribution to this conversation sets out to accomplish two things: First, I offer a definition of epistemic pushback. Epistemic pushback is an expression of epistemic resistance that occurs regularly in classroom discussions that touch our core beliefs, sense of self, politics, or worldv iews. Epistemic pushback is structural: It broadly characterizes a family of cognitive, affective, and verbal tactics that are deployed regularly to dodge the challenging and exhausting chore of engaging topics and questions that scare us. It can take such forms as direct deep hostility, knee jerk skepticism, or silence. Good teaching should not only track the production of knowledge, but also the production of ignorance. There are forms of epistemic pushback that are ignorance producing, so I work with students to cultivate a mindfulness around epistemic pushback by treating it as a ‘shadow text.’ The remainder of the paper explains the nature of shadow texts, and offers suggestions for how to navigate them.
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Keywords | Epistemic Resistance Teaching Philosophy Epistemologies of Ignorance Shadow Texts Epistemic Pushback |
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References found in this work BETA
Learning From the Outsider Within: The Sociological Significance of Black Feminist Thought.Patricia Hill Collins - 2004 - In Sandra G. Harding (ed.), The Feminist Standpoint Theory Reader: Intellectual and Political Controversies. Routledge.
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Citations of this work BETA
Considering the Classroom as a Safe Space.David Sackris - 2017 - APA Newsletter on Teaching Philosophy 17 (1):17-23.
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