Bibliometric review of epistemic injustice in education through WoS and Scopus
DOI:
https://doi.org/10.53732/rccsociales/e601108Keywords:
Education, social justice, artificial intelligence, decolonization, databases, social sciencesAbstract
This article performs a bibliometric review on epistemic injustice and education. A mixed, transversal and descriptive approach was adopted. A bibliographic review was carried out in Web of Science (WoS) and Scopus using keywords such as epistemic injustice, education, university and school in publications between the years 2010 and 2023. All document typologies were considered. 228 posts were found in WoS with a peak of 59 posts in 2023; The areas with the highest incidence of epistemic injustice in education were Psychology (13%) and Social Sciences (12%); Bárbara Applebaum was the most productive author (3 publications) regarding works related to the topic; 79% corresponds to articles; The journal with the greatest impact was the Journal of Philosophy of Education (with 14 publications); The United States leads with 69 publications (30%), followed by the United Kingdom with 46 (20%). It is concluded that the amounts of publications are increasing over the years and the concept of epistemic injustice has been used both to address classroom practices and to examine the institutional actions necessary to recognize and confront said injustice in educational environments.
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