Beyond teacher impartiality: addressing epistemic-affective injustice in times of political polarization

Contemporary discussions of teacher impartiality often assume that political polarization in classrooms can be managed through balanced pedagogical strategies. This paper challenges that assumption by arguing that polarization is not merely ideological but also affective and epistemic: polarization shapes who is heard, what knowledge is considered legitimate, and which emotions are deemed appropriate in educational spaces. Drawing on recent philosophical work in education, as well as emerging scholarship on epistemic-affective injustice, the paper contends that the duty of teacher impartiality may fail to address the deeper, structurally embedded inequalities that shape classroom dynamics. Instead of refining impartiality norms as a solution, the paper proposes reorienting teacher responsibility around the recognition of epistemic-affective injustices that marginalize certain students’ voices and emotions. The paper offers an epistemic-affective justice framework that prioritizes ethical responsiveness, relational accountability, and affective attunement, problematizing what it means to teach ethically and impartially in contexts of political polarization.