社会科論における認識的不正義の是正方法の特質と課題 : 社会科学科・社会形成科・社会正義志向の社会科を事例として

Characteristics and Challenges of Methods of Correcting Epistemic Injustice in Social Studies Theories: A Case Study of Social Science, Social Formation, and Social Justice-Oriented Social Studies

Tanaka Ryouto

広島大学大学院人間社会科学研究科紀要. 教育学研究

Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education

[ISSN] 2436-0333

[NCID] AA12909086

This article analyzes the methods of correcting epistemic injustice proposed by social studies theory from the perspective of epistemic injustice, identifies their characteristics and challenges, and identifies remedial measures to overcome these challenges. Previous social studies theories have suggested that if children can experience the specific communication in the lesson and acquire specific knowledge and skills, they will become better citizens who will advance democratic societies. Therefore, studies have focused on the problem of epistemic injustice in communication and have proposed the creation of an environment for teachers as a way of correcting it. This is because they have been focusing on giving students specific communication experiences in the lessons. However, the knowledge and skills acquired through these experiences cannot be utilized in the actual society where epistemic injustice occurs, and therefore, the ideal society of social studies theory cannot be realized. In light of this challenge, this article argues that epistemic injustice should be considered in social studies theory as a learning content, rather than a consideration in lesson.

Epistemic injustice

Correction method

Theories of Social Studies

認識的不正義

是正方法

社会科論

jpn

広島大学大学院人間社会科学研究科

Graduate School of Humanities and Social Sciences, Hiroshima University

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