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Research has focused on how, for example, autistic people experience various forms of injustice in the form of epistemic injustice and/or exclusion from school settings; the extent to which young people’s capabilities, or their opportunities to flourish, are compromised by educational and social inequalities; and how ignorance of all kinds – willed, cultivated, non-culpable – contribute to inequalities and oppression of marginalised groups.

The objective of the research activity is to explore how testimonial injustices informed by prejudicial stereotypes and identity power, and forms of ignorance (epistemologies of ignorance) contribute to inequality and marginalisation, and how these help us think about the sources and effects of inequality in new ways. The Capabilities Approach is used to think about how to approach questions of social justice and the extent to which social structures enable individuals to do and to be in ways that are valuable to them.