Social Justice, Democratic Education and the Silencing of Words that Wound

Journal of Moral Education 32 (2):151-162 (2003)
Classrooms and schools represent a "culture of power" to the extent that they mirror unjust social relations that exist in the larger society. Progressive educators committed to social justice seek to disrupt those social relations in the classroom that function to silence marginalised students, but neutralising those who attempt to reassert power is problematic. This paper investigates the questions: is it ever justified to use power to interrupt power? Does all silencing subjugate? Arguments for and against the censorship of teachers who believe that portraying homosexual lifestyles in a positive light undermines their integrity are outlined. I highlight and explain two crucial considerations absent in the aforementioned debate. Finally, the implications of the debate for social justice educators are explicated
Keywords No keywords specified (fix it)
Categories (categorize this paper)
DOI 10.1080/0305724032000072924
 Save to my reading list
Follow the author(s)
My bibliography
Export citation
Find it on Scholar
Edit this record
Mark as duplicate
Revision history Request removal from index
Download options
PhilPapers Archive Barbara Applebaum, Social Justice, Democratic Education and the Silencing of Words that Wound
External links
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library
References found in this work BETA

No references found.

Add more references

Citations of this work BETA

Add more citations

Similar books and articles

Monthly downloads

Added to index


Total downloads

187 ( #10,108 of 1,726,249 )

Recent downloads (6 months)

16 ( #46,799 of 1,726,249 )

How can I increase my downloads?

My notes
Sign in to use this feature

Start a new thread
There  are no threads in this forum
Nothing in this forum yet.