This issue has a special section with six articles on epistemic injustice, combining the study of epistemic injustice in a higher education framework with that of digitalization, including recent developments such as the entrance of AI in higher education. What is identified as the main problem is the power of digital technology and how technologies shape institutional practices of teaching and learning, often in opposition to democratic education aims. The introduction of AI in higher education deepens the mediatization process of higher education, demonstrated by a mainstream oriented usage of AI. In higher education, digital technology shapes practices that are indifferent to the epistemic claims and rights of students, and quite perfectly attuned to the ‘practical needs’ of digital technology which severely challenges the concept of knowing and also critical thinking in higher education.
After the special section follows the open section of the issue.
About the journal
JDSR seeks to publish high-quality original research within all fields of social sciences interacting with digital issues. Social science is defined broadly to include, inter alia, sociology, informatics, pedagogy, education science, gender studies, law, economy, social work and geography. We welcome submissions from neighbouring research fields if they are relevant to a social science audience. Learn more →
JDSR is supported by a strong international editorial board of leading researchers in the field and is run by genuinely nice people.
Journal of Digital Social Research (JDSR) | ISSN (Online) 2003-1998
Published by DIGSUM (Centre for Digital Social Research), Umeå University, under the terms of a CC BY-SA License
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