Sarah Veñegas

Consider the case wherein a person refuses to listen to a woman’s testimony of leadership, due to the belief that women are incompetent. This is testimonial injustice. It involves the hearer’s prejudicial belief over the speaker’s socially imagined identity. This injustice creates lasting kinds of harms to one’s epistemic self-respect and freedom, as the hearer gives a decreased credibility level to the speaker. In Epistemic Injustice: Power and the Ethics of Knowing, Miranda Fricker proposes the virtue of testimonial justice, which aims to restrain identity prejudice from harming speakers. With this, the hearer reflexively identifies her prejudice and corrects or suspends it. In this essay, I argue that employing the cognitive attitude of suspension is counter-effective to the purpose of the virtue. I explain my argument through the following: 1) the relationship of inquiring attitudes (IAs) with the attitude of suspension; and 2) the argumentative function of reason. Through the suspension of prejudice an IA over the prejudice is acquired by the hearer. Consider, “Is my belief that all women are weak, true?” From this, the argumentative function of reason, and confirmation bias, a metacognitive desire to reaffirm and reestablish the prejudice arises. Thus, defeating the purpose of the virtue. As such, I suggest the attitude of acceptance instead, which serves as settled judgement over the prejudice’s truth and need not involve belief. Through it, the hearer does not inquire over the status of the prejudice’s truth, removing the problems presented by suspension of judgement.

Epistemic injustices are wrongs done concerning a person’s capacity as a knower. These actions are usually caused by prejudice and involve the distortion and neglect of certain marginalized groups’ opinions and ways of knowing. A type of epistemic injustice is hermeneutical injustice, which occurs when a person cannot effectively communicate or understand their experience, since it is excluded in scholarship, journalism, and discourse within their community. Indigenous Peoples (IPs) are especially vulnerable to hermeneutical injustice because their way of life is unfamiliar or inaccessible to others. This leads to the exclusion of their ideas from public discourse, especially those important for human and societal development. This phenomenon is particularly evident in instances related to IP education. José Medina claims that there are cases of hermeneutical injustice which hinders the ability of people to share and make meaning, or simply, hermeneutical death. Ben Kotzee, on the other hand, identifies the specific educational dimension of epistemic injustice. Using both of these frameworks and citing the results of local studies on indigenous education as illustrative points, we attempt to show instances and scope of hermeneutical injustice in the education of IPs in the Philippines.