Abstract
Participatory action research (PAR) in higher education is happening in non-ideal settings of epistemic justice. Therefore, taking into account these non-ideal settings, where epistemic injustices occurs, this concluding chapter discusses how and to what extent the eight case studies highlight epistemic capabilities and epistemic functionings, which of these (capabilities and functionings) can be enhanced, as well as where and what the challenges are. This reminds us of the importance of social, historical, and personal conversion factors and how they can constrain or boost the expansion of capabilities and functionings. Also, we are particularly interested in exploring whose capabilities and functionings are being augmented. This is critical for talking about epistemic injustice from a decolonial approach. This chapter also presents how the different experiences highlighted in this book could contribute to refining the main theories that underline this book in three directions: (1) epistemic capabilities and functionings and their relations with epistemic injustice, (2) key dimensions of participatory action research, and (3) the decolonial approach.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The authors use the term capacities, but in our understanding, they refer to capabilities.
References
Bohman, J. (1996). Public deliberation: Pluralism, complexity, and democracy. Boston, MA: MIT Press.
Boni, A., & Frediani, A. A. (2020). Expanding capabilities through participatory action research. In E. Chiappero-Martinetti, S. Osman, & M. Qizilbash (Eds.), The Cambridge handbook of capability approach (pp. forthcoming). Cambridge: Cambridge University Press.
Cin, F. M. (2017). Gender justice, education and equality: Creating capabilities for girls’ and women’s development. London: Palgrave Macmillan.
Dussel, E. D. (2007). Política de la liberación: Historia mundial y crítica. Madrid: Editorial Trotta.
Frediani, A. (2015). Participatory capabilities in development practice (DPU Working Paper 178). Retrieved September 28, 2015, from https://www.bartlett.ucl.ac.uk/dpu/latest/publications/dpu-working-papers/WP178.pdf
Freire, P. (1970). Education as a practice of freedom. Montevideo: New Earth.
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press.
Green, D. (2008). From poverty to power. Oxford: Oxfam International.
Heron, J., & Reason, P. (2006). The practice of co-operative inquiry: Research ‘with’ rather than ‘on’ people. In P. Reason & H. Bradbury (Eds.), Handbook of action research (pp. 179–188). London: Sage.
Keleher, L. (2019). Why development needs philosophy. In L. Keleher & S. J. Kosko (Eds.), Agency and democracy in development ethics (pp. 25–48). Cambridge: Cambridge University Press.
Kidd, I., Medina, J., & Pohlhaus, G., Jr. (2017). Introduction. In I. Kidd, J. Medina, & G. Pohlhaus Jr. (Eds.), The Routledge handbook of epistemic injustice (pp. x–xx). London and New York: Routledge.
Nussbaum, M. (2008, November). The mourner’s hope. Boston Review. Retrieved July 31, 2015, from http://bostonreview.net/nussbaum-the-morners-hope/
Reeler, D. (2007). A theory of social change and implications for practice, planning, monitoring and evaluation, CDRA papers. Retrieved March, from https://www.cdra.org.za/uploads/1/1/1/6/111664/threefold_theory_of_change_-_and_implications_for_pme_-_doug_reeler_of_the_cdra.pdf
Sen, A. (2009). The idea of justice. London: Allen Lane.
Walker, M. (2019). Defending the need for a foundational epistemic capability in education. Journal of Human Development and Capabilities, 20(2), 218–232.
Walker, M., Martinez-Vargas, C., & Mkwananzi, F. (2019). Participatory action research: Towards (non-ideal) epistemic justice in a university in South Africa. Journal of Global Ethics, 7, 1–18.
Watts, M. (2008). Narrative research, narrative capital, narrative capability. In J. Satterthwaite, M. Watts, & H. Piper (Eds.), Talking truth, confronting power (pp. 99–112). Stoke-on-Trent: Trentham Books.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Boni, A., Walker, M. (2020). Potential of Participatory Action Research Processes to Overcome Epistemic Injustice in Non-ideal University Settings. In: Walker, M., Boni, A. (eds) Participatory Research, Capabilities and Epistemic Justice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56197-0_10
Download citation
DOI: https://doi.org/10.1007/978-3-030-56197-0_10
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-56196-3
Online ISBN: 978-3-030-56197-0
eBook Packages: EducationEducation (R0)