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Profile: Michael Merry (University of Amsterdam)
  1. Michael S. Merry (2012). Equality, Self‐Respect and Voluntary Separation. Critical Review of International Social and Political Philosophy 15 (1):79-100.
    This paper argues that self?respect constitutes an important value, and further, an important basis for equality. It also argues that under conditions of inequality?producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self?respect. A prima facie case of voluntary separation for stigmatized minorities when equality ? as equal status and treatment ? is not an option under either the terms of integration or involuntary segregation is defended.
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  2. Michael S. Merry (2012). Plural Societies and the Possibility of Shared Citizenship. Educational Theory 62 (4):371-380.
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  3. Michael S. Merry (2012). Segregation and Civic Virtue. Educational Theory 62 (4):465-486.
    In this essay Michael Merry defends the following prima facie argument: that civic virtue is not dependent on integration and in fact may be best fostered under conditions of segregation. He demonstrates that civic virtue can and does take place under conditions of involuntary segregation, but that voluntary separation—as a response to segregation—is a more effective way to facilitate it. While segregation and disadvantage commonly coexist, spatial concentrations, particularly when there is a strong voluntary aspect present, often aid in fostering (...)
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  4. J. M. Beach, Gerald Grant, Vicki Gunther, James McGowan, Kate Donegan, Michael S. Merry, Jeffery Ayala Milligan & Identity Citizenship (2011). Books Available List. Educational Studies 47 (313).
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  5. Geert Driessen & Michael S. Merry (2011). The Effects of Integration and Generation of Immigrants on Language and Numeracy Achievement. Educational Studies 37 (5):581-592.
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  6. Michael S. Merry & Doret J. De Ruyter (2011). The Relevance of Cosmopolitanism for Moral Education. Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world constraints (...)
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  7. Michael S. Merry & Sjoerd Karsten (2010). Restricted Liberty, Parental Choice and Homeschooling. Journal of Philosophy of Education 44 (4):497-514.
    In this paper the authors carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. They examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, the authors consider the case of homeschooling in the (...)
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  8. Doret J. de Ruyter & Michael S. Merry (2009). Why Education in Public Schools Should Include Religious Ideals. Studies in Philosophy and Education 28 (4):295-311.
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  9. Michael S. Merry (2009). Patriotism, History and the Legitimate Aims of American Education. Educational Philosophy and Theory 41 (4):378-398.
  10. Doret J. Ruyter & Michael S. Merry (2009). Why Education in Public Schools Should Include Religious Ideals. Studies in Philosophy and Education 28 (4):295-311.
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  11. Michael S. Merry (2007). Should the State Fund Religious Schools? Journal of Applied Philosophy 24 (3):255–270.
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  12. Michael S. Merry (2007). The Well-Being of Children, the Limits of Paternalism, and the State: Can Disparate Interests Be Reconciled? Ethics and Education 2 (1):39-59.
    For many, it is far from clear where the prerogatives of parents to educate as they deem appropriate end and the interests of their children, immediate or future, begin. In this article I consider the educational interests of children and argue that children have an interest in their own well-being. Following this, I will examine the interests of parents and consider where the limits of paternalism lie. Finally, I will consider the state's interest in the education of children and discuss (...)
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  13. Michael S. Merry (2005). Cultural Coherence and the Schooling for Identity Maintenance. Journal of Philosophy of Education 39 (3):477–497.
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  14. Michael S. Merry (2005). Embedded Identities and Dialogic Consensus: Educational Implications From the Communitarian Theory of Bhikhu Parekh. Educational Philosophy and Theory 37 (4):495–517.
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  15. Michael S. Merry (2005). Indoctrination, Moral Instruction, and Nonrational Beliefs: A Place for Autonomy? Educational Theory 55 (4):399-420.
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  16. Michael S. Merry (2005). Should Educators Accommodate Intolerance? Mark Halstead,1 Homosexuality, and the Islamic Case. Journal of Moral Education 34 (1):19-36.
    The ideological interface between Muslims and liberal educators undoubtedly is strained in the realm of sex education, and perhaps on no topic more so than homosexuality. Mark Halstead argues that schools should not try to ?undermine the faith? of Muslims, who object to teaching homosexuality as an ?acceptable alternative lifestyle?. In this article, I will argue against his monolithic presentation of Islam. Furthermore, I will argue that because Halstead presents a narrow view of Islam he is neglectful of gay and (...)
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  17. Michael S. Merry (2004). Libertarian Bioethics and Religion: The Case of H. Tristram Engelhardt, Jr. Bioethics 18 (5):387–407.
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