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Title: The tragedy of lost ideas: examining epistemic injustice in pair programming
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.
Authors:
; ;
Editors:
de Vries, E.; Hod, Y.
Award ID(s):
1742257
Publication Date:
NSF-PAR ID:
10311208
Journal Name:
Computersupported collaborative learning
Volume:
1
Issue:
1
ISSN:
1573-4552
Sponsoring Org:
National Science Foundation
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