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dc.contributor.authorVidechak, Krista
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2017-11-22T19:20:56Z
dc.date.available2017-11-22T19:20:56Z
dc.identifier.urihttp://hdl.handle.net/1974/23738
dc.description.abstractThe focus of this project is to think more deeply, and also differently, about the injustices experienced by Black people. One initial problem is that of reparations: why have reparations never been given to Black people despite their enslavement, continued dehumanization, imposed poverty, and colonization? Given that Black people comprise a group that has endured racially based injustices for centuries, and continue to face grave injustices, it must be the case that something is being misunderstood. This misunderstanding is an epistemological problem, one that perpetuates epistemic injustice for Black people. Some deny that these injustices still exist, but even those who acknowledge their existence do little to address it. There are some practical, more visible ways to expose people to the injustices experienced by Black people, such as presenting facts and figures, but these methods often fail on their own. Instead, what is needed is a deeper understanding of reality. Reality reveals that although all people suffer, some people suffer because of their perceived race. This can affect Black people in many different areas of their life, as it penetrates into all of our social institutions. This ranges from politics, to language, to education. Although these injustices are normally framed politically and economically, it is important to move these discussions into other institutions like education. If we are to think clearly about the injustices experienced by Black people, we must feel clearly about the injustices experienced by Black people. It is necessary that people lose preconceived notions of themselves and of others because if we remain attached to these notions, then we will be clouded by illusions about ourselves and the world. We can find meditative practices within Buddhism that can help with this process. These practices can illuminate methods for progression and stir up movement in institutions like education. Given the epistemological issues relevant here, this can perhaps motivate conversations about the injustices experienced by Black people, including the problem of reparations.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectInjusticeen_US
dc.subjectRaceen_US
dc.subjectEpistemologyen_US
dc.subjectCompassionen_US
dc.subjectBuddhismen_US
dc.subjectEducation Reformen_US
dc.subjectEpistemic Injusticeen_US
dc.titleHow Compassionate Education can Assist in Repairing Injustice: A Study into the Enduring Injustices of Black Peopleen_US
dc.typeThesisen
dc.description.degreeDoctor of Philosophyen_US
dc.contributor.supervisorMiller, Jon
dc.contributor.departmentPhilosophyen_US


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