DOMINANT PEDAGOGICAL PRACTICES AND THE EPISTEMIC JUSTICE OF ONLINE LEARNING: A DISCOURSE
DOMINANT PEDAGOGICAL PRACTICES AND THE EPISTEMIC JUSTICE OF ONLINE LEARNING: A DISCOURSE

Summary/Abstract: This paper explores the intersection of dominant pedagogical practices and the concept of epistemic justice in the context of online learning. With the increasing prevalence of digital education, this paper examines how knowledge is constructed, disseminated and accessed in online learning environments. The discourse explores how prevailing pedagogical methods impact the distribution and recognition of knowledge, potentially perpetuating inequalities in online educational spaces. Drawing on Bernstein’s theory of the pedagogic device, we identify and analyse various pedagogical approaches commonly employed in online learning. We investigate how these approaches may inadvertently reinforce existing power structures, marginalise certain voices and overlook diverse forms of knowledge representation. Emphasising the importance of epistemic justice, we elucidate the need to acknowledge and validate multiple knowledge systems, cultural perspectives and lived experiences within the online learning landscape. Furthermore, this discourse examines potential strategies and best practices for cultivating epistemically just online learning environments. It underscores the significance of inclusive curriculum design, diverse teaching methodologies and technology integration facilitating equitable knowledge exchange. By addressing the disparities inherent in dominant pedagogies, educators and policymakers can foster an environment that respects, empowers and accommodates the diverse epistemic contributions of students. We advocate for a paradigm shift in online learning towards embracing epistemic justice, thereby advancing a more equitable and inclusive educational experience for all participants. It calls for continued research, dialogue and collaboration to dismantle barriers and create an enriching digital learning environment that promotes epistemic diversity and equality.

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