Epistemic injustice, marginalisation and resistance: Palestinian young women with disabilities experiences of education

Although disability has gained prominence in Palestine in recent years, especially after the signing and ratification of the United Nation Convention on the Rights of People with Disabilities (UNCRPD, 2014), people with disabilities in Palestine remain the most marginalised and vulnerable group within Palestinian society.

People with disabilities still face a high degree of social marginalisation, lack access to basic services, and must contend with the near absence of a holistic mainstream inclusive education system that can grant them access to equal, equitable and just education opportunities in line with the United Nations Social Development Goal Number 4 (Quality of education). <br><br>In this thesis, I employ Fricker’s (2007) philosophical construct of epistemic injustice, supplemented by Medina’s (2012) account of epistemology of resistance to provide a more profound understanding of this specific kind of injustice.