Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7473
Title: The Tragedy of Lost Ideas: Examining Epistemic Injustice in Pair Programming
Authors: Love, Candice
Gresalfi, Melissa
Knowe, Madison
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Love, C., Gresalfi, M., & Knowe, M. (2021). The Tragedy of Lost Ideas: Examining Epistemic Injustice in Pair Programming. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 251-258). Bochum, Germany: International Society of the Learning Sciences.
Abstract: This paper explores an episode of epistemic injustice that develops between two students with help from two teachers. Our analysis seeks to demonstrate not only that epistemic injustice has occurred, but also, how, and why it matters. In particular, we explore the idea of credibility deficit as helping to account for how and why one student’s contributions were routinely sidelined or ignored, and how that repeated positioning led to the ultimate act of testimonial injustice and its outcome, a wrong in the form of a loss of opportunity to learn.
URI: https://doi.dx.org/10.22318/icls2021.251
https://repository.isls.org//handle/1/7473
Appears in Collections:ISLS Annual Meeting 2021

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