Theorizing Socially Validated Knowledge: Narratives, Power, and Epistemic Recognition
Location
Boston 2&3
Session Format
Presentation
Abstract
This presentation conceptualizes the epistemically legitimate dimensions of narrative as socially validated knowledge. This work offers a critical theorization that centers the political and pedagogical significance of narratives within educational research. By tracing the historical and theoretical evolution of narrative inquiry, the study situates socially validated knowledge within an epistemological intersectionality framework and articulates its role in advancing social justice in education. The guiding question of this project is: What role do critical narratives play in fostering epistemic recognition and resisting institutional marginalization? I argue that the radical power of socially validated knowledge lies in its ability to challenge dominant epistemologies and inspire transformative action. Narratives are not merely research tools; they are political instruments that foster epistemic recognition and serve as acts of resistance against marginalization. This theorization contributes to current discourses on epistemic justice by affirming the centrality of lived experiences and culturally grounded ways of knowing in shaping equitable educational practices.
Keywords
Critical Narratives, Epistemology, Epistemic Justice, Socially Validated Knowledge, Narrative Inquiry, Social Justice in Education, intersectionality.
Professional Bio
Mayra Garcia-Diaz, Ed.D., Is conducting qualitative research on immigrants. Her research interests include Latinx Mothers' Educational Involvement, feminist methodology, Epistemologies, Collective Memory, Testimonio Methodology, Indigenous philosophies, Cultural-Based Pedagogies, and Data Collection Methods. Additionally, she writes and presents on issues related to Spanish as a Second Language, exploring the correlation between effective parental involvement and decreased language anxiety and the dynamics of foreign language anxiety through a case study in L2.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Garcia-Diaz, Mayra E., "Theorizing Socially Validated Knowledge: Narratives, Power, and Epistemic Recognition" (2026). Georgia Educational Research Association Conference. 41.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/41
Theorizing Socially Validated Knowledge: Narratives, Power, and Epistemic Recognition
Boston 2&3
This presentation conceptualizes the epistemically legitimate dimensions of narrative as socially validated knowledge. This work offers a critical theorization that centers the political and pedagogical significance of narratives within educational research. By tracing the historical and theoretical evolution of narrative inquiry, the study situates socially validated knowledge within an epistemological intersectionality framework and articulates its role in advancing social justice in education. The guiding question of this project is: What role do critical narratives play in fostering epistemic recognition and resisting institutional marginalization? I argue that the radical power of socially validated knowledge lies in its ability to challenge dominant epistemologies and inspire transformative action. Narratives are not merely research tools; they are political instruments that foster epistemic recognition and serve as acts of resistance against marginalization. This theorization contributes to current discourses on epistemic justice by affirming the centrality of lived experiences and culturally grounded ways of knowing in shaping equitable educational practices.
