Abstract
There is a specific type of injustice that occurs when one is wronged in their capacity as a knower, and therefore in a capacity essential to human value, which Miranda Fricker referred to as “epistemic injustice”. Inaccurate gender stereotypes and biased attitudes towards women have made women a frequent target of epistemic injustice, resulting in their exclusion from the process of knowledge creation and the obscuring of women’s beliefs, perspectives and experiences in society. Moreover, as a direct result of the failures of our epistemic theories, our education system has historically been complicit in perpetuating these injustices. Addressing epistemic injustice must begin with a theory of knowledge that can respond to the diversity of beliefs and perspectives that exist in society, and virtue epistemology has emerged as a theory of knowledge that is suitable for this task. The purpose of this project is to contribute to the development and implementation of virtue epistemology into education by creating an article which incorporates Nancy Daukas’ concept of feminist virtue epistemology into our existing educational theory. In so doing, this researcher hopes to elevate discussions on educational epistemology as a means for producing more equitable educational outcomes.