University of Illinois Urbana-Champaign

Small corners: Explorations of ethics and epistemic harms in forced disclosure research, advocacy, and legislation

Erbe, Kimberly

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https://hdl.handle.net/2142/127452

Description

Title
Small corners: Explorations of ethics and epistemic harms in forced disclosure research, advocacy, and legislation
Author(s)
Erbe, Kimberly
Issue Date
2024-11-07
Director of Research (if dissertation) or Advisor (if thesis)
Taylor, Rebecca
Doctoral Committee Chair(s)
Taylor, Rebecca
Committee Member(s)
  • Ginsburg, Rebecca
  • Davila, Liv
  • Flores, Osly
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • epistemic harm
  • forced disclosure
  • ethics
Abstract
Comprising three papers, this dissertation explores ethics and epistemic harms in the research, advocacy, and legislation related to inquiring about college applicants’ involvement with the criminal punishment system, a practice also known as forced disclosure. Each paper takes a different methodological approach to explore unique aspects of ethics and epistemic harm within these three arenas. The first paper considers the ethics of forced disclosure research by reflecting on a previous project which used the Freedom of Information Act (FOIA) to examine forced disclosure practices at public universities in Illinois. The second paper uses a normative case study to examine the ways in which epistemic harm could potentially emerge in collaborative forced disclosure advocacy involving people with and without criminal convictions. The third paper explores epistemic harms emerging from the ways higher education and higher educational institutions were positioned within forced disclosure legislative debates in Illinois. Together, these papers consider ethical and epistemic tensions arising from research, advocacy, and legislation aimed at abolishing or restricting the practice of forced disclosure in higher education.
Graduation Semester
2024-12
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/127452
Copyright and License Information
Copyright 2024 Kimberly Erbe

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