As people with power in schools, teachers and administrators make instructional decisions that shape opportunities in classrooms for students to learn. Educators’ words and actions, especially related to the treatment of students and their ideas, are foundational for creating equitable learning communities in our classrooms and schools. David Stroupe, Lindsay Berk, and Anna Kramer examine the creation and growth of learning communities through a particular lens of inequity: epistemic injustice. Briefly, epistemic injustice is a philosophical perspective that deals with inequities associated with knowledge and knowledge production practices. The authors provide concrete examples from two classrooms in which the teachers actively disrupt epistemic injustice.

中文翻译：

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适合所有人的课堂社区

作为学校中的掌权者，教师和管理人员做出教学决策，为学生在课堂上提供学习机会。教育者的言行，尤其是与对待学生及其想法有关的言行，是在教室和学校创建公平学习社区的基础。大卫·斯特鲁普 (David Stroupe)、林赛·伯克 (Lindsay Berk) 和安娜·克莱默 (Anna Kramer) 通过一个特殊的不平等视角：认知不公正来审视学习社区的创建和发展。简而言之，认知不公正是一种处理与知识和知识生产实践相关的不平等的哲学观点。作者提供了两个课堂的具体例子，其中教师积极破坏认知不公正。