Quiroz, Catalina, Meredith, Margaret ORCID: https://orcid.org/0000-0003-4541-3821 and Villafuerte Pezo, Ana María (2024) Hermeneutical Justice in an International Erasmus Mundus Research Project. In: Meredith, Margaret ORCID: https://orcid.org/0000-0003-4541-3821, (ed.) Universities and Epistemic Justice in a Plural World. Debating Higher Education: Philosophical Perspectives (12). Springer, pp. 155-168

	Text 12 Quiroz-Nino-chap11 v.2.pdf - Accepted Version Restricted to Repository staff only until 27 February 2026. Download (243kB)
	Text 12 Quiroz-Nino-chap11 v.2.docx - Accepted Version Restricted to Repository staff only until 27 February 2026. Download (34kB)

Abstract

International research collaborations can base their research focus, questions and interpretations of the issue on Western assumptions of knowledge. This can delegitimise the potential contributions of some project partners and silence their interpretations of the issue. International projects can therefore be spaces of what Fricker calls ‘hermeneutical injustice’. This chapter uses Quijano’s work on coloniality to identify enduring patterns of power that inform and shape frames of reference, culture and knowledge production in the colonised regions of the world. It argues that research collaborations should be based upon the recognition, understanding, and exchange of knowledges and interpretations of concepts and realities in multiple directions and dimensions. They should be based upon the justice of equality between people in their capacity as knowers and knowledge creators. To exemplify these issues, the chapter describes and explains practices in an Erasmus Mundus project. It reflects on and analyses the approaches adopted in the project to promote epistemic justice.

Item Type:	Book Section
Status:	Published
DOI:	10.1007/978-981-99-9852-4_11
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/11421

University Staff: Request a correction | RaY Editors: Update this record