Con-Figuration of Epistemic Beliefs: How Metaphors of Truth Shape Epistemic Citizenship and Knowledge Production in European Educational Spaces

How do epistemic authorities and policy frameworks (need to) shape collective knowledge and science production mechanism? This paper presents initial findings concerning epistemic imaginaries of political educators, in particular their metaphorical articulation of social scientific truth in order to reveal concepts of epistemic citizenship. The findings advance the discourse on how knowledge production and truth claims are enacted by knowledge authorities within educational spaces, and the extent to which this performance perpetuate epistemic injustice and shape epistemic citizenship.