Gilles Beauchamp, a SSHRC postdoctoral fellow at the Canada Research Chair on Epistemic Injustice and Agency (UQAM), offered the audience his argument that epistemic justice should guide how educators approach marginalized identities—including religious, Indigenous, racialized, and gendered groups.
An active and thought-provoking discussion unfolded at the latest Centre for the Study of Learning and Performance (CSLP) event on March 19, where philosopher Gilles Beauchamp led an insightful examination of epistemic justice in civic education. Organized by CSLP co-Director David Waddington, the event provided a deep dive into the implications of Québec’s new Culture and Citizenship in Québec (CCQ) program and its near-total omission of religious culture from the curriculum.
Beauchamp underscored the particular epistemic wrongs faced by marginalized religious identities in Québec, highlighting the ways in which unjust credibility and intelligibility deficits hinder meaningful discourse and representation.
One of the central themes of the discussion was whether secular civic education can and should incorporate religious literacy. Beauchamp made a compelling case that acknowledging epistemic injustices does not equate to a nostalgic longing for a bygone era of religious instruction but rather ensures a fairer and more comprehensive educational approach. Attendees engaged in a debate about the balance between secular values and inclusivity, and whether the exclusion of religious culture from the CCQ program inadvertently reinforces epistemic injustice.
Participants from various academic and educational backgrounds contributed to the dialogue, reflecting on how civic education could foster a more inclusive and equitable learning environment. Several attendees remarked on the practical implications of Beauchamp’s ideas, considering how teachers might address epistemic justice without contravening Québec’s secular education framework.
As the session concluded, it was clear that Beauchamp’s arguments had sparked a timely reflection on the evolving role of civic education in Québec. His call for educators to pursue epistemic justice resonated, ensuring that the conversation will continue beyond the event itself.
Gilles Beauchamp, chercheur postdoctoral du CRSH à la Chaire de recherche du Canada sur l'injustice épistémique et l'agence (UQAM), a présenté à l'auditoire son argument selon lequel la justice épistémique devrait guider la façon dont les éducateurs abordent les identités marginalisées, y compris les groupes religieux, autochtones, racialisés et sexués.