A conceptual analysis of student voice exclusion in Higher Education testimony through the decolonization of Fricker’s epistemic injustice

  • Jennifer Rose

Student thesis: Doctoral ThesisDoctor of Philosophy


The inclusion of student voices in pedagogical practice has been on educational agendas for decades. Nevertheless, student voices remain excluded. Situated within the philosophy of education, this conceptual study constructs a theoretical account that provides one way to understand why student voices in higher education are excluded from pedagogical practice. Using the literature from decolonial thinking and the epistemology of testimony to decolonize Miranda Fricker's (2007) account of epistemic injustice, this thesis examines the role of knowledge in epistemic practices and how it functions in higher education testimony to dominate, silence, and obscure student voices.

Date of AwardJul 2021
Original languageEnglish
Awarding Institution
  • Queen's University Belfast
SupervisorAlison MacKenzie (Supervisor) & Allen Thurston (Supervisor)


  • Student voice inclusion
  • exclusion
  • epistemic injustice
  • testimony
  • voice
  • social epistemology

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