When the philosopher Allison Wolf heard a news story in 2014 about Central American children migrating to the United States, she was angry. She wasn’t upset about the minors coming in the first place, she was furious about the heartlessness of her fellow Americans reacting to the crisis. It wasn’t until she started writing about immigration that she discovered what was at the heart of the issue. By examining the stories at the center of dehumanizing policies, she realized that feminism, and its focus on oppression, could shed light on the problem of justice and immigration.

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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.

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