Abstract
This article-based master’s thesis is organised in two parts. It begins with an extended summary that covers the methodological considerations and theoretical framework. Following that, is the article draft, “Experiences of Epistemic Injustice Among Minority Language Students Aged 6-16 in the Nordics: A Literature Review”, written for submission to Educational Psychology Review. This review examines the perceptions of teachers towards students of immigrant backgrounds that may influence the type of student-teacher interactions resulting in experiences of epistemic injustice. Additionally, this review also examines if such perceptions lead to disparities in whom special educational services are provided and if it leads to further segregation of students of immigrant backgrounds. Overarching categories, followed by synonyms were identified in order to answer the research questions. After which a literature search was conducted on nine databases that were chosen because of their relation to education. This resulted in a total of 3959 articles. Duplicates were first removed, followed by screening and removal of articles that did not meet the inclusion criteria. The final eight articles were then accessed for quality and checked for risk of bias by two interraters. The findings were analysed according to five categories, epistemic injustice, cultural competence, teachers’ perceptions, student-teacher interactions and disparities in special needs education or assessment. The literature revealed that teachers’ negative perceptions towards students of immigrant backgrounds influenced student-teacher interactions, some of which resulted in experiences of epistemic injustice and students being singled out. None of the studies provided concrete evidence if this resulted in disparities in special education services or further segregation. As the studies conducted in the literature were mostly situated in Denmark, due to the lack of information from other locations, more research needs to be done to truly understand the experiences of epistemic injustice, if it leads to disparities in special education services and further segregation.