Full Description
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.
Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers' tendency of promoting and upholding orthodox visions and missions.
Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.
Contents
Introduction PART I - The Ontological and Socio-political Grounds for Normativising Education through Justice 1. An Ethics of Rhythm and the Philosophical As-If: Educational Aporia and Reimaging Justice as Interdependence 2. 'Plastic Justice': A Metaphor for Education 3. What Does Educative Justice Look Like? Or: What Happened as I Read Toni Morrison's Recitatif PART II - Contextualising and Situating the Relation of Justice and Education 4. Encountering the Promise of Happiness: In Search for a Critical Space in Education 5. Justice in Dialogic Education: The Hegemonic Use of "Truth" in Dialogue and Its Educational Limits 6. Responding to Wrongdoing 7. Facets of Justice in Education: A Petroleum Nation Addressing the United Nations Sustainable Development Agenda 8. Vulnerable Enough for Inclusion? Unaccompanied Minors' Experiences of Vulnerability and Trauma on Their Way to Norway 9. Virtues and Rituals: Confucianism and Education for Justice 10. Higher Education under Consideration: Why Restorative Justice (in Africa) Is Still Relevant? PART III - The Self and the World of Today: Meta-Critical Considerations 11. Justice and the Conspicuous 12. Explaining Teachers' Experiences of Injustice through Recognition 13. The Will to Injustice: An Autoethnography of Learning to Hear Uncomfortable Truths CODA: Justice, Education and the World of Today: Concluding Remarks
