If a professor told you about pushback from their students, you might assume that their students are complaining about having too much homework, or that the assigned reading is boring. The philosopher Alison Bailey says that she often encounters a different, and much more problematic, form of resistance in her classroom. She calls it “epistemic pushback” and explains that students often do it without even noticing. On today’s episode, we discuss the phenomenon of “privilege protective epistemic pushback.” It’s a form of resistance in which students who are members of dominant groups derail classroom conversations that make them uncomfortable into an “epistemic home turf” where they feel more comfortable. Alison Bailey explains exactly what epistemic pushback is, and discusses the ways it slows down classroom conversations.
How do we obtain knowledge? Is it a purely objective, abstract process that has nothing to do with identity? Or does who we are, and where we sit on the social spectrum matter when it comes to how we form beliefs? On today’s show, we’re talking to Briana Toole, a philosopher who defends an idea known as standpoint epistemology. It’s the view that your identity has the power to help influence the kinds of knowledge you have access to.Continue reading →
In late 2017, women’s stories of sexual assault, abuse and harassment took the center stage on social media with the hashtag MeToo. But this isn’t the first time people have shared these stories–tales of these experiences have been around for hundreds of years. The MeToo movement itself has been around since 2006. But last fall, the MeToo hashtag went so viral that mainstream media couldn’t ignore it. Today’s guest, the philosopher and the Prindle Institute’s Schaenen scholar Emily McWilliams, explains the connections between the MeToo movement and the philosophical concept known as hermeneutical injustice. Examining Ethics producers Eleanor Price and Christiane Wisehart join Emily for a discussion of the ways movements like MeToo might address the problem of epistemic injustice around sexual violence and harassment.