Epistemic Injustice, Social Belonging and Social Participation as Central Elements for the Discussion on Scientific Literacy

Abstract Scientific Literacy (SL) is a complex and multidimensional construct shaped by rich historical and socio-cultural contexts. In this article, we examine the scientific, social, and educational dimensions of SL development from a socio-political perspective aimed at social transformation. To this end, we draw on elements from three conceptions of SL (Conceptions I, II, and III) to explore the role of epistemic injustice, social belonging, and social participation in fostering such transformation. Specifically, we address the importance of didactic planning that considers the contexts, values, knowledge, responsibility, and ways of thinking inherent in both scientific activity and social life. We argue that both epistemic and non-epistemic practices supporting scientific and critical thinking and action should be addressed in an integrated manner to foster an understanding the role of science in problem-solving, as well as the commitments and responsibilities associated with scientific practice. In advocating for SL for social transformation, we discuss key considerations for promoting critical analysis processes that integrate ethical, political, and cultural dimensions, thereby fostering the education of citizens capable of making informed decisions and actively participating in society.