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پایگاه استنادی علوم جهان اسلام (ISC)

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Kushwaha, Ravindra Kumar, Bandyopadhyay, Subhransu, Yadav, Pradeep Kumar, Lama, John. (1405). Racism, Gender, and Disability: Epistemic Injustice and Ideological Critique in Indian Educational Contexts. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/jpiut.2026.72142.4486
Ravindra Kumar Kushwaha; Subhransu Bandyopadhyay; Pradeep Kumar Yadav; John Lama. "Racism, Gender, and Disability: Epistemic Injustice and Ideological Critique in Indian Educational Contexts". سامانه مدیریت نشریات علمی, , , 1405, -. doi: 10.22034/jpiut.2026.72142.4486
Kushwaha, Ravindra Kumar, Bandyopadhyay, Subhransu, Yadav, Pradeep Kumar, Lama, John. (1405). 'Racism, Gender, and Disability: Epistemic Injustice and Ideological Critique in Indian Educational Contexts', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/jpiut.2026.72142.4486
Kushwaha, Ravindra Kumar, Bandyopadhyay, Subhransu, Yadav, Pradeep Kumar, Lama, John. Racism, Gender, and Disability: Epistemic Injustice and Ideological Critique in Indian Educational Contexts. سامانه مدیریت نشریات علمی, 1405; (): -. doi: 10.22034/jpiut.2026.72142.4486

Racism, Gender, and Disability: Epistemic Injustice and Ideological Critique in Indian Educational Contexts

مجله پژوهش های فلسفی
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 خرداد 1405
نوع مقاله: مقاله علمی- پژوهشی
شناسه دیجیتال (DOI): 10.22034/jpiut.2026.72142.4486
نویسندگان
Ravindra Kumar Kushwaha* 1؛ Subhransu Bandyopadhyay2؛ Pradeep Kumar Yadav3؛ John Lama4
1Indira Miri School of Education, Krishna Kanta Handiqui State Open University, Guwahati, (India)
2Research Scholar, Department of Education, Mizoram University, Aizawl (India)
3Department of Education, Iswar Saran Degree College, University of Allahabad, (India)
4Department of Education, Mizoram University, Aizawl (India)
چکیده
This research adapts Bufkin's materialist-ideological view to the Indian educational system by replacing "caste" with "gender" in order to examine how racism, gender oppression, and disableism combine to generate epistemic harm. We contend that testimonial and hermeneutical injustice in Indian schools cannot be explained as individual epistemic failures or conceptual deficiencies, based on qualitative interviews and focus groups with 48 students and teachers from marginalised positions across three Indian states (Uttar Pradesh, West Bengal, and Delhi). Rather, a materialist ideology of meritocracy, cis-heteropatriarchal normality, and ableist universalism that normalises racial, gender, and disability inequalities is the root cause of these injustices. We demonstrate how educational procedures solidify a "racist-sexist-ableist common sense" that makes prejudice seem reasonable, normal, and justified by using Stuart Hall's idea of ideology as a "terrain of struggle." The study comes to the conclusion that removing the material and discursive structures that perpetuate epistemic exclusion across racial, gender, and disability boundaries is more important for anti-oppressive pedagogical transformation than just "training better knowers."
کلیدواژه‌ها
epistemic injustice؛ racism؛ gender؛ disability؛ ideology critique؛ and Indian education
آمار
تعداد مشاهده مقاله: 89


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