ABSTRACT
This chapter provides a brief account of some work on epistemic justice in educational settings. In the educational setting, where comparisons regarding what both teachers and students know and can do are constantly being made (in student exams, teacher evaluations, etc.), it follows that the possibility of epistemic injustice in both directions should be a matter of real concern. The chapter then deals with a discussion of epistemological thought about education to map the terrain, and outlines features of the educational context, specifically, that make educational justice such a pressing concern. The chapter also outlines some responses to problems of educational justice in education. Questions around epistemic justice also surface in debates about the value of epistemic diversity in education. The chapter concludes with a discussion of three challenges for thinking about epistemic justice in education. Discussion of these challenges can fruitfully structure further research in the area.
