Whose Knowledge? Epistemic Injustice and Challenges in Hearing Children`s' Voices
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Keywords

epistemic injustice
children
mental health care
music therapy

How to Cite

Klyve, G. (2019). Whose Knowledge? Epistemic Injustice and Challenges in Hearing Children`s’ Voices. Voices: A World Forum for Music Therapy, 19(3). https://doi.org/10.15845/voices.v19i3.2834

Abstract

In this essay, I will discuss the importance of having an awareness about epistemic justice, epistemic ignorance and epistemic injustice, and why this awareness is important in connection to children and patients in mental health care. I also suggest ways to avoid epistemic injustice when working with, and doing research with, children in mental health care. In doing so, I tie this to feminist epistemology where conceptions such as knowledge, knowers and objectivity are questioned, and dominant conceptions and practices of knowledge production are perceived as a systematic disadvantage of women and other subordinated groups (Anderson, 2017). I am as well linking this to queer epistemology which differs from feminist standpoint epistemology in the idea of the identity being “a point of departure for shared consciousness” (Hall, 2017, p. 163).

https://doi.org/10.15845/voices.v19i3.2834
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Copyright (c) 2019 Guro Parr Klyve

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