Epistemic Justice in Educational Governance: Reframing Knowledge, Authority, and Legitimacy in Contemporary School Systems
Referanslar
Anderson, E. (2012). Epistemic justice as a virtue of social institutions. Social Epistemology, 26(2), 163-173. https://doi.org/10.1080/02691728.2011.652211
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547-560. https://doi.org/10.1080/02680930903585544
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://doi.org/10.1080/0141192042000195236
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy. MIT Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Journal of Educational Administration, 38(2), 112-129. https://doi.org/10.1108/09578230010320064
Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Laboratory for Student Success, Temple University.
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149-162. https://doi.org/10.1080/02680930902733121
Pohlhaus, G. (2012). Relational knowing and epistemic injustice: Toward a theory of willful hermeneutical ignorance. Hypatia, 27(4), 715–735. https://doi.org/10.1111/j.1527-2001.2011.01222.x
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Selwyn, N. (2019). What’s the problem with learning analytics? Journal of Learning Analytics, 6(3), 11-19. https://doi.org/10.18608/jla.2019.63.3
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Weber, M. (1978). Economy and society: An outline of interpretive sociology (G. Roth & C. Wittich, Eds.). University of California Press.
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. Sage.
Young, I. M. (2000). Inclusion and democracy. Oxford University Press.
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Biesta, G. (2007). Why “what works” won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57(1), 1-22. https://doi.org/10.1111/j.1741-5446.2006.00241.x
Braun, A., Maguire, M., & Ball, S. J. (2010). Policy enactments in the UK secondary school: Examining policy, practice and school positioning. Journal of Education Policy, 25(4), 547-560. https://doi.org/10.1080/02680930903585544
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311. https://doi.org/10.1080/0141192042000195236
Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford University Press.
Habermas, J. (1996). Between facts and norms: Contributions to a discourse theory of law and democracy. MIT Press.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.
Leithwood, K., & Jantzi, D. (2000). The effects of transformational leadership on organizational conditions and student engagement. Journal of Educational Administration, 38(2), 112-129. https://doi.org/10.1108/09578230010320064
Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Laboratory for Student Success, Temple University.
Medina, J. (2013). The epistemology of resistance: Gender and racial oppression, epistemic injustice, and resistant imaginations. Oxford University Press.
OECD. (2015). Education policy outlook 2015: Making reforms happen. OECD Publishing. https://doi.org/10.1787/9789264225442-en
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149-162. https://doi.org/10.1080/02680930902733121
Pohlhaus, G. (2012). Relational knowing and epistemic injustice: Toward a theory of willful hermeneutical ignorance. Hypatia, 27(4), 715–735. https://doi.org/10.1111/j.1527-2001.2011.01222.x
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Selwyn, N. (2019). What’s the problem with learning analytics? Journal of Learning Analytics, 6(3), 11-19. https://doi.org/10.18608/jla.2019.63.3
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (4th ed.). Routledge.
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO Publishing.
Weber, M. (1978). Economy and society: An outline of interpretive sociology (G. Roth & C. Wittich, Eds.). University of California Press.
Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. Sage.
Young, I. M. (2000). Inclusion and democracy. Oxford University Press.
Sayfalar
85-124
Gelecek
17 Nisan 2026
Telif Hakkı (c) 2026 Akademisyen Yayınevi Kitap DOI Portalı
