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  1. Michele S. Moses, Lauren P. Saenz & Amy N. Farley (forthcoming). The Central Role of Philosophy in a Study of Community Dialogues. Studies in Philosophy and Education:1-11.
    The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two (...)
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  2. Eduardo M. Duarte, Michele S. Moses, Sally J. Sayles-Hannon, Winston C. Thompson & Quentin Wheeler-Bell (2013). Review Symposium of Meira Levinson, No Citizen Left Behind. Studies in Philosophy and Education 32 (6):653-666.
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  3. Michele S. Moses & Amy N. Farley (2011). Are Ballot Initiatives a Good Way to Make Education Policy? The Case of Affirmative Action. Educational Studies 47 (3):260-279.
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  4. Michele S. Moses & Marina Gair (2010). Toward a Critical Deliberative Strategy for Addressing Ideology in Educational Policy Processes. Educational Studies 36 (3).
    (2004). Toward a Critical Deliberative Strategy for Addressing Ideology in Educational Policy Processes. Educational Studies: Vol. 36, No. 3, pp. null.
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  5. Michele S. Moses & Michael J. Nanna (2007). The Testing Culture and the Persistence of High Stakes Testing Reforms. Education and Culture 23 (1):55-72.
    : The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the widespread acceptance and use of standardized tests (...)
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  6. Michele S. Moses (2004). Contested Ideals: Understanding Moral Disagreements Over Education Policy. Journal of Social Philosophy 35 (4):471–482.
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  7. Michele S. Moses (2004). Social Welfare, the Neo-Conservative Turn and Educational Opportunity. Journal of Philosophy of Education 38 (2):275–286.
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  8. Michele S. Moses (1997). Multicultural Education as Fostering Individual Autonomy. Studies in Philosophy and Education 16 (4):373-388.
    This article attempts a philosophical defense of an autonomy-based approach to multicultural education. I contend that multicultural education is necessary in order for students to be able to develop personal autonomy. This, in turn, can empower students to effectively formulate their own version of the good life. The development of autonomy need not, as many critics claim, promote atomistic individualism. Rather, contemporary liberal autonomy strives for a balance between the individual and the community. In defending multicultural education, my argument relies (...)
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