Navigating epistemic injustice in early childhood education: teachers’ views on children with Down syndrome

Children with Down syndrome, along with other conditions, may face more frequently acts of epistemic injustice because of their social status and common beliefs about their intellectual abilities. They face risks of having their knowledge and perspectives ignored or silenced despite institutional claims of equity and inclusion. This research examines how epistemic injustices is understood in kindergartens, focusing on children with Down syndrome (DS). The study investigates three main questions: (1) What are kindergarten teachers’ views about children with DS? (2) How do everyday teaching methods potentially create epistemic injustices? (3) What methods can promote epistemic justice in early childhood education? The research draws on eight semi-structured interviews with teachers from different kindergartens in Oslo, Norway. The participants demonstrated positive attitudes towards children with DS, yet their responses contained implicit prejudices and ambivalent statements, which threatened the children’s epistemic autonomy. The practices intended to be supportive through overcompensatory empathy create power imbalances that prevent genuine participation. The study demonstrates the need to develop epistemic virtues together with reflective practices and inclusive teaching. The research advances knowledge about epistemic (in)justice in early childhood education while providing specific recommendations for teachers who want to enhance the epistemic contributions of children with DS.