Abstract
Hermeneutics is a branch of philosophy that is concerned with interpretation. Importantly, it is concerned with the interpretation, understanding, and communication of our own experiences. Our identities, how they are constructed and performed, are based a large part on how we interpret, understand, and communicate our experiences. Hermeneutical injustice, then, occurs when there is a gap in our own ability to understand our experiences let alone communicate them to others. This directly impacts identity. Students in the K-12 Special Education system in this country experience this lacuna. In this paper I will explore the Hermeneutical injustice faced by students in public school special education. By looking at the medical and charity models of disability, I will propose that students are subjected to what can be called an Educational Model of Disability. This educational model directly impacts the identity of these students through a language of deficit. With no language of pride or accomplishment, these students are more vulnerable to poor educational and life outcomes. I will then engage with a few ways in which our special education teachers could make real strides in mitigating this gap and providing special education students with confidence in identities as worthy and successful young people.
Recommended Citation
Reid, Nicole
(2025)
"Hermeneutical Injustice and Special Education,"
Acta Cogitata: An Undergraduate Journal in Philosophy: Vol. 12, Article 5.
Available at:
https://commons.emich.edu/ac/vol12/iss1/5
