Knowledge As Resistance

This book offers a truly interdisciplinary exploration of our patterns of engagement with politics, news, and information in current high-choice information environments. Putting forth the notion that high-choice information environments may contribute to increasing misperceptions and knowledge resistance rather than greater public knowledge, the book offers insights into the processes that influence the supply of misinformation and factors influencing how and why people expose themselves to and process information that may support or contradict their beliefs and attitudes. A team of authors from across a range of disciplines address the phenomena of knowledge resistance and its causes and consequences at the macro- as well as the micro-level. The chapters take a philosophical look at the notion of knowledge resistance, before moving on to discuss issues such as misinformation and fake news, psychological mechanisms such as motivated reasoning in processes of selective exposure and attention, how people respond to evidence and fact-checking, the role of political partisanship, political polarization over factual beliefs, and how knowledge resistance might be counteracted. This book will have a broad appeal to scholars and students interested in knowledge resistance, primarily within philosophy, psychology, media and communication, and political science, as well as journalists and policymakers. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Concerns about people's resistance to facts and knowledge are becoming increasingly serious. This book draws on the social, economic and evolutionary sciences to provide an integrated understanding of the phenomenon.

Brings together the work of scholars working in Canada, New Zealand and the Pacific in an exploration of the multifaceted nature of indigenous studies and the concept of indigenous studies as an academic discipline.

Epistemic injustice is one of the most important and ground-breaking subjects to have emerged in philosophy in recent years. By examining the way injustice can occur to individuals when they are undermined or not 'heard' on account of their gender, race or age (as in To Kill a Mockingbird), and the injustices that can occur to individuals or groups because a society lacks an entire concept, such as sexual harassment, epistemic injustice draws attention to the fundamental links between knowledge, ethics and power. The Routledge Handbook of Epistemic Injustice is an outstanding reference source to the key topics, problems and debates in this exciting subject and is the first collection of its kind. Comprising over thirty chapters by a team of international contributors the Handbook is divided into five clear parts: Core Concepts; Liberatory Epistemologies and Axes of Oppression; Schools of Thought and Subfields within Epistemology; Socio-political, Ethical, and Psychological Dimensions of Knowing; Case Studies of Epistemic Injustice. As well as fundamental topics such as testimonial and hermeneutic injustice and virtue epistemology, the Handbook includes chapters on important issues such as moral imagination, objectivity and objectification, implicit bias, gender and race. Also included are chapters on areas in applied ethics and philosophy, such as media ethics, education and health care.

There is a rich intellectual history to the development of anti-colonial thought and practice. In discussing the politics of knowledge production, this collection borrows from and builds upon this intellectual traditional to offer understandings of the macro-political processes and structures of education delivery (e. g., social organization of knowledge, culture, pedagogy and resistant politics).

2019 SPE Outstanding Book Award Honorable Mention To be able to promote effective anti-colonial and decolonial education, it is imperative that educators employ indigenous epistemologies that seek to threaten, replace and reimagine colonial thinking and practice. Indigeneity and Decolonial Resistance hopes to contribute to the search for a more radical decolonial education and practice that allows for the coexistence of, and conversation among, “multiple-epistemes.” The book approaches the topics from three perspectives: • the thought that our epistemological frameworks must consider the body of the knowledge producer, place, history, politics and contexts within which knowledge is produced, • that the anti-colonial is intimately connected to decolonization, and by extension, decolonization cannot happen solely through Western science scholarship, and • that the complex problems and challenges facing the world today defy universalist solutions, but can still be remedied. Indigeneity and Decolonial Resistance is an excellent text for use in a variety of upper-division undergraduate and graduate classrooms. It is also a valuable addition to the libraries of writers and researchers interested in indigenous studies and decolonialism. Perfect for courses such as: Anti-Colonial Thought, Indigenous Knowledges, and Decolonization, Education, Social Development, and Social Justice Research in Education, Race, Indigeneity, and the Colonial Politics of Recognition, Marginality and the Politics of Resistance, Indigenous Settler Relations Issues for Teachers, Education Leadership, Reform, and Curriculum Innovation, Leadership in Social-Change Organizations, Adaptive Leadership: Power, Identity, and Social Change, Equity & Anti-Oppression in Practice and the Promise of Diversity: Addressing Race and Power in Education Settings, Strategies and Policies for Narrowing Racial Achievement, and Major Concepts and Issues in Education.

This book explores the epistemic side of racial and sexual oppression. It elucidates how social insensitivities and imposed silences prevent members of different groups from listening to each other.