Abstract
Building on Miranda Fricker’s work on epistemic injustice, Karin Murris has recently argued that children in school characteristically receive a credibility deficit based on a disparaging stereotype of children, and charged teachers with eschewing such stereotypes and committing to epistemic equality. I raise some objections to Murris’s argument.
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References
Fricker, M. 2007. Epistemic injustic: Power and the ethics of knowing. Oxford: OUP.
Murris, K. 2013. The epistemic challenge of hearing child’s voice. Studies in Philosophy and Education 32(3): 245–259.
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Hand, M. What Do Kids Know? A Response to Karin Murris. Stud Philos Educ 34, 327–330 (2015). https://doi.org/10.1007/s11217-015-9464-5
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DOI: https://doi.org/10.1007/s11217-015-9464-5