Philosopher Emmalon Davis Joins The New School for Social Research
When introducing her research to non-experts, Assistant Professor Emmalon Davis—who recently joined the Department of Philosophy at The New School for Social Research—turns to Orange is the New Black.
Inspired by the prison memoir of convicted white-collar criminal Piper Kerman, the hit Netflix series helpfully illuminates several of Davis’s overlapping interests in ethics, social epistemology, feminist philosophy, and the philosophy of race. In Davis’s words, Orange provides an entry point for examining, “the social processes through which knowledge and interpretive resources are developed within and disseminated across communities.” Specifically, in the show’s portrayal of its disenfranchised female characters, Davis finds a lens through which we can start to recognize how “social biases are a corrupting influence on these processes.”
Davis pointed out that Orange creator Jenji Kohan has referred to the show’s anti-heroine—the white, educated, middle class, blonde felon, Piper Chapman—as a “Trojan horse.” Though Kohan focuses attention on her protagonist, she also introduces (in what constitutes a kind of narrative smuggling) stories about Piper’s fellow prisoners, many of whom are multiply marginalized by virtue of their age, race, class, gender identification, and sexual orientation.
“This strategy has been somewhat successful at bringing marginalized stories into more mainstream visibility,” Davis explained, “but it does so without locating marginalized voices at the center of their own stories.” Even as the show gives voice to stories from the margins, Orange is the New Black risks “reducing these other stories, and the women at their center, to mere props or ornamentation.” It presents marginalized knowledge only in relation to a character whose identity comports with established conventions about who should belong at the center of a narrative.
To unpack this problem, Davis suggests we need to examine how social biases perpetuate such conventions, not just on television, but also in lived experience.
In her most recent scholarship, the concept of “epistemic injustice” has been especially influential. Defined by CUNY Graduate Center Professor Miranda Fricker, epistemic injustice serves as a framework for describing the effects of bias when individuals interact with one another as knowers and testifiers. The concept can be deployed to reveal the obstacles marginalized individuals face when attempting to share their knowledge with a prejudiced audience.
“Fricker’s account emphasizes the ways that prejudiced interlocutors dismiss marginalized knowers altogether,” Davis said. In these cases, bias prevents certain testifiers from serving as knowers, despite their possession of knowledge. Davis approaches epistemic injustice from the opposite direction, instead interrogating “the harms that arise when dominant audiences actually do engage with marginalized knowers.” Again, the case of Orange is the New Black proves instructive, as it provides an example of the appropriation of marginalized voices into dominant narratives.
“Marginal knowers are not seen as viable testifiers in their own right,” Davis said, “Their voices are mediated.”
Yet even as marginalized knowers are frequently pushed to the sidelines of discourse, so too do they find themselves called upon to serve as representatives of the communities they are seen to inhabit. As Davis put it, “They face the possibility of being over-taxed in certain environments by requests to describe, for the edification of dominant others, what it feels like to live under conditions of oppression.” She pointed to college campuses, classrooms, and activist communities as environments in which marginalized knowers find themselves in this double bind: silenced by conditions of structural oppression and yet expected to educate the privileged about the nature and impact of their oppression and the way that oppressive structures affect social living.” Davis clarified that, “this educative work plays an indispensable role in our collective ability to undermine oppressive social structures,” but at the same time, “we need to pay attention to this dual nature of epistemic harm—ignored on one hand and overburdened with requests to educate on the other.”
Creating more equitable spaces entails adequate recognition of and compensation for the labor that marginalized knowers contribute in social spaces.
Davis similarly calls attention to the reality of marginalized bodies, and to considerations of which bodies are acknowledged in the spaces of medicine and bioethics. “Particularly within reproductive medicine,” she said, “marginalized individuals are subjected to violence and fail to receive the medical resources they need to flourish.” Citing women, people of color, persons with disabilities, and LGBT individuals as having been especially subject to the “medical gaze” throughout history, Davis aims to expose instances in which social identity mediates our relationships to the very institutions upon which we often rely to make our bodies and lives habitable.
In all of her scholarship, Davis suggested that she attempts to make philosophical concepts accessible to multiple communities of knowers—including those who find themselves underrepresented within the discipline of philosophy. Describing an interest in expanding what counts as philosophical discourse, Davis said that she takes “interesting philosophical questions and writes about them in a way that synthesizes lived social experiences and real-world everyday problems.”
This effort extends to the classroom, where Davis hopes that she can help, “remove some of the barriers that have prevented women and people of color from entering into philosophical spaces.” In a discipline where rigor and inaccessibility are often a euphemism for opacity, Davis aims to promote inquiry that activates student energy for grappling with philosophy, while creating spaces for genuine interdisciplinary conversation.
Citing The New School’s open curriculum, she expressed enthusiasm at the prospect of bringing together students and faculty from across the university. “The intellectual resources here at The New School are immense,” she said, “and I’m really excited to be a part of this community.”