Epistemic injustice in educational policy: an account of structural contributory injustice

Abstract

In this paper, I introduce a special case of epistemic injustice that I call structural contributory injustice. This conception aims to capture some dimensions of how policy—separately from individual agential interactions—can generate epistemic injustice at a group level. I first locate the case within Kristie Dotson’s original conception of contributory injustice. I then consider one potential case of structural contributory injustice—namely, the policy problem of significant financial risk burden on students considering university in the United States. Finally, I consider potential policy reforms in response to this injustice.