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

Authors

  • Guro Parr Klyve University of Bergen

DOI:

https://doi.org/10.15845/voices.v19i3.2834

Keywords:

epistemic injustice, children, mental health care, music therapy

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).

Author Biography

Guro Parr Klyve, University of Bergen

Guro Parr Klyve is a PhD candidate at The Grieg Academy – Department of Music at the University of Bergen in Norway. Her project is a qualitative study where the purpose is to gain more knowledge about how children experience music therapy during hospital admission in mental health care. The data will be collected through separate interviews with children, as well as their parents, and focus group interviews with staff at the unit.

Published

2019-10-27

How to Cite

Klyve, G. P. (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

Issue

Section

Invited Submission - Special Issue