Can We Teach Physics for Epistemic Justice

Abstract

This article critically examines the intersection between philosophical perspectives and pedagogical practices in promoting epistemic justice within physics education. It addresses the historical context of science education movements and their impact on social equity, highlighting the persistent underrepresentation of marginalized groups in the sciences. By exploring the concepts of realism and relativism in the philosophy of science, this work discusses the challenges of integrating diverse epistemologies into physics education. It advocates for a multifaceted approach, emphasizing critical pedagogy and the inclusion of multicultural and multi-ethnic perspectives to foster a more equitable and inclusive physics curriculum. It argues that transforming physics education through ethnic-racial solidarity can enrich the discipline without falling into the relativist discourse. This document draws on the critical literature to exemplify how physics education and other physics communities can promote ethnic-racial solidarity. Through this approach, educators can create inclusive learning environments that empower students to engage critically with scientific knowledge and contribute to a more just and diverse future in physics education and practice.