Seen but not heard: children and epistemic injustice

How do we listen to children? How do we decide whether we believe a story relayed to us by a child? We don't often reflect on our listening practices, which can rely on unrecognised presuppositions. This issue is particularly important when listening to patients: how do we decide what level of credibility to assign to testimonies and interpretations offered by children? We suggest that a philosophical framework can encourage reflection on this important, yet neglected, topic.