Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (2012)

Description: This volume marshals a variety of resources to discuss claims that ethnic or cultural groups have their own distinctive epistemologies, what these mean precisely, and how they relate to traditional epistemological distinctions between beliefs and knowledge.

Review Quotes:

From the reviews:

What do we mean by "epistemological difference?" This timely and useful volume exposes and explores the theoretical issues raised by the encounter of cultures and social experiences that differently shape cognitive pursuits and standards of evaluation. It is essential reading for thinkers about knowledge, its cultivation, and its communication in our 21st century interconnected world.

Helen E. Longino
Clarence Irving Lewis Professor in Philosophy, Stanford University, USA

"The central focus in this attractive book ... as a volume in Springer's Contemporary Philosophies and Theories in Education series, is on a concept that has gained substantial popularity in recent years―as well as some notoriety, as a few of the writings here illustrate. ... an eminently readable and engaging book, a timely volume that will be of great interest and benefit not only to philosophers and theorists in education, but also to graduate students, and to educators working in multicultural environments."

Kai Horsthemke, Science & Education, June, 2012

..."The recently published edited collection by Claudia Ruitenberg and Denis Phillips (with the collaboration of Lorraine Code, Jon Levisohn, Harvey Siegel, and Lynda Stone) on epistemic diversity is in more than one sense interesting and unusual. It is interesting, firstly, because of its format--a collection in which the majority of the contributions are written by the two editors. Secondly, it offers comments at various points on the preceding chapters and that not in a single editorial voice; both editors engage themselves with the positions of others but also with each other's position in what amounts to an internal dialogue."

Paul Smeyers, Ghent University and KU Leuven, Belgium.
Journal of Philosophy of Education, Vol. 47, No. 2, 2013
http: //onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9752