Epistemically situated perspectives of researchers in Cuba and England: on the meanings of second chance education

This paper considers epistemic justice within academic practice by involving two research teams in Cuba and England in a qualitative study of the experiences of mothers as students. Literature reviews, focus groups, and data analysis were carried out in parallel by English and Cuban research teams and are used as data to explore how situated academic perspectives impact understanding of shared phenomena. The findings suggest that hierarchies exist both within South and North and that seeing them as homogeneous is likely to perpetuate inequalities. Additionally, the discussion reveals that knowledge is constructed and shaped by discipline, socio-political, economic, and cultural contexts. Recognising these factors will encourage rethinking of rigid views about types of knowledge and ways of knowing for hermeneutical justice.