David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Ethics and Education 4 (2):153-162 (2010)
My article aims to develop a relational, pluralistic political theory that moves beyond standard theories of liberal democracy, and to consider how such a theory translates into our public school settings. I use a narrative style argument to share stories that focus on homogeneity and diversity from my visit to a Japanese elementary school, as I consider, drawing on the work of Chantal Mouffe, the important role harmony and disagreement, and a tension between homogeneity and diversity, play in encouraging citizens to contribute to their school and their larger communities in a democracy-always-in-the-making. I argue that there is much we can learn from Japanese educational practices
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References found in this work BETA
Barbara Finkelstein, Joseph Jay Tobin, Anne E. Imamura & Md) International Center for the Study of Education Policy and Human Values Park (1991). Transcending Stereotypes Discovering Japanese Culture and Education.
Catherine C. Lewis (1996). Educating Hearts and Minds: Reflections on Japanese Pre-School and Elementary Education. British Journal of Educational Studies 44 (1):113-116.
Chantal Mouffe (2002). The Democratic Paradox. Political Theory 30 (6):862-864.
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