Education, Culture and Epistemological Diversity

Mapping a Disputed Terrain

  • Claudia W. Ruitenberg
  • D.C. Phillips

Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 2)

Table of contents

  1. Front Matter
    Pages i-ix
  2. Claudia W. Ruitenberg, D. C. Phillips
    Pages 1-10
  3. D. C. Phillips, Claudia W. Ruitenberg
    Pages 11-38
  4. Jon A. Levisohn, D. C. Phillips
    Pages 39-63
  5. Lorraine Code
    Pages 85-100
  6. Lorraine Code, D. C. Phillips, Claudia W. Ruitenberg, Harvey Siegel, Lynda Stone
    Pages 121-143
  7. Claudia W. Ruitenberg, D. C. Phillips
    Pages 145-156
  8. Back Matter
    Pages 157-160

About this book


In the recent educational research literature, it has been asserted that ethnic or cultural groups have their own distinctive epistemologies, and that these have been given short shrift by the dominant social group.  Educational research, then, is pursued within a framework that embodies assumptions about knowledge and knowledge production that reflect the interests and historical traditions of this dominant group. In such arguments, however, some relevant philosophical issues remain unresolved, such as what claims about culturally distinctive epistemologies mean, precisely, and how they relate to traditional epistemological distinctions between beliefs and knowledge. Furthermore, can these ways of establishing knowledge stand up to critical scrutiny? This volume marshals a variety of resources to pursue such open questions in a lively and accessible way: a critical literature review, analyses from philosophers of education who have different positions on the key issues, a roundtable discussion, and interactions between the two editors, who sometimes disagree. It also employs the work of prominent feminist epistemologists who have investigated parallel issues with sophistication. This volume does not settle the question of culturally distinctive epistemologies, but teases out the various philosophical, sociological and political aspects of the issue so that the debate can continue with greater clarity.


clarification cultural contexts cultural diversity educational discourse educational research educators epistemological epistemologies epistemology epistomological epistomologies knowing philosophical philosophy of education political poststructuralist philosophy sociology of knowledge theoretical perspectives

Editors and affiliations

  • Claudia W. Ruitenberg
    • 1
  • D.C. Phillips
    • 2
  1. 1.Faculty of Education, Department of Educational StudiesUniversity of British ColumbiaVancouverCanada
  2. 2.School of EducationStanford UniversityStanfordUSA

Bibliographic information