The Role of Cognitive Justice in Learning Opportunities within the Framework of Inclusive Learning Management
Subject Areas : Educational Science
1 - Department of Psychology, Zar.C., Islamic Azad University, Zarand, Iran
Keywords: Cognitive Justice, Inclusive Learning Management, Learning Opportunities, Educational Sciences, Educational Psychology,
Abstract :
Introduction: In contemporary educational systems, inclusive learning management has become a key approach for responding to learners’ cognitive diversity. However, hidden inequalities rooted in the marginalization of diverse ways of knowing can restrict learning opportunities. Epistemic justice offers a conceptual lens for rethinking learning management by emphasizing the recognition of diverse forms of knowledge. This study aims to examine the role of epistemic justice in developing learning opportunities within the framework of inclusive learning management.
Methodology: This study adopted a qualitative narrative–thematic review approach. Relevant national and international scholarly sources on epistemic justice, learning opportunities, and inclusive learning management were systematically identified and reviewed. The selected studies were analyzed using thematic analysis in order to identify core conceptual patterns and recurring themes across the literature.
Findings: The analysis yielded three main themes: redefining legitimate knowledge through epistemic justice, enhancing meaningful learner participation and cognitive engagement, and the role of epistemic justice in shaping policies and practices of inclusive learning management. The findings indicate that neglecting cognitive diversity may lead to limited learning opportunities and the reproduction of educational inequalities.
Conclusion: The study concludes that epistemic justice constitutes a foundational dimension of inclusive learning management. Integrating epistemic justice into the design and implementation of learning processes can significantly contribute to the expansion of equitable learning opportunities and the improvement of learning quality in diverse educational contexts.
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