Education, Justice & Democracy

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  • Education
  • is
  • a
  • contested
  • topic,
  • and
  • not
  • just
  • politically.
  • For
  • years
  • scholars
  • have
  • approached
  • it
  • from
  • two
  • different
  • points
  • of
  • view:
  • one
  • empirical,
  • focused
  • on
  • explanations
  • for
  • student
  • and
  • school
  • success
  • and
  • failure,
  • and
  • the
  • other
  • philosophical,
  • focused
  • on
  • education’s
  • value
  • and
  • purpose
  • within
  • the
  • larger
  • society.
  • Rarely
  • have
  • these
  • separate
  • approaches
  • been
  • brought
  • into
  • the
  • same
  • conversation.
  • Education,
  • Justice,
  • and
  • Democracy
  • does
  • just
  • that,
  • offering
  • an
  • intensive
  • discussion
  • by
  • highly
  • respected
  • scholars
  • across
  • empirical
  • and
  • philosophical
  • disciplines.The
  • contributors
  • explore
  • how
  • the
  • institutions
  • and
  • practices
  • of
  • education
  • can
  • support
  • democracy,
  • by
  • creating
  • the
  • conditions
  • for
  • equal
  • citizenship
  • and
  • egalitarian
  • empowerment,
  • and
  • how
  • they
  • can
  • advance
  • justice,
  • by
  • securing
  • social
  • mobility
  • and
  • cultivating
  • the
  • talents
  • and
  • interests
  • of
  • every
  • individual.
  • Then
  • the
  • authors
  • evaluate
  • constraints
  • on
  • achieving
  • the
  • goals
  • of
  • democracy
  • and
  • justice
  • in
  • the
  • educational
  • arena
  • and
  • identify
  • strategies
  • that
  • we
  • can
  • employ
  • to
  • work
  • through
  • or
  • around
  • those
  • constraints.
  • More
  • than
  • a
  • thorough
  • compendium
  • on
  • a
  • timely
  • and
  • contested
  • topic,
  • Education,
  • Justice,
  • and
  • Democracy
  • exhibits
  • an
  • entirely
  • new,
  • more
  • deeply
  • composed
  • way
  • of
  • thinking
  • about
  • education
  • as
  • a
  • whole
  • and
  • its
  • importance
  • to
  • a
  • good society.
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