Medicine, Health Care and Philosophy 23 (3):371-379 (2020)

Authors
Eleanor A. Byrne
University of York
Abstract
Miranda Fricker’s influential concept of epistemic injustice has recently seen application to many areas of interest, with an increasing body of healthcare research using the concept of epistemic injustice in order to develop both general frameworks and accounts of specific medical conditions and patient groups. This paper illuminates tensions that arise between taking steps to protect against committing epistemic injustice in healthcare, and taking steps to understand the complexity of one’s predicament and treat it accordingly. Work on epistemic injustice is therefore at risk of obfuscating legitimate and potentially fruitful inquiry. This paper uses Chronic Fatigue Syndrome/Myalgic Encephalomyelitis as a case study, but I suggest that the key problems identified could apply to other cases within healthcare, such as those classed as Medically Unexplained Illnesses, Functional Neurological Disorders and Psychiatric Disorders. Future work on epistemic injustice in healthcare must recognise and attend to this tension to protect against unsatisfactory attempts to correct epistemic injustice.
Keywords epistemic injustice  psychiatry  medicine
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DOI 10.1007/s11019-020-09945-4
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References found in this work BETA

The Social Construction of What?Ian Hacking - 1999 - Harvard University Press.
Epistemic Injustice in Healthcare: A Philosophical Analysis.Ian James Kidd & Havi Carel - 2014 - Medicine, Health Care and Philosophy 17 (4):529-540.

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Citations of this work BETA

The Predicament of Patients.Havi Carel & Ian James Kidd - 2021 - Royal Institute of Philosophy Supplement 89:65-74.

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Similar books and articles

Epistemic Injustice in Medicine and Healthcare.Ian James Kidd & Havi Carel - 2017 - In Ian James Kidd, Gaile Pohlhaus & José Medina (eds.), The Routledge Handbook to Epistemic Injustice. New York: Routledge. pp. 336-346.
Epistemic Injustice and Illness.Ian James Kidd & Havi Carel - 2017 - Journal of Applied Philosophy 34 (2):172-190.
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