Education, Justice, and DemocracyDanielle Allen, Rob Reich 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. |
Other editions - View all
Common terms and phrases
academic accountability achievement adequacy adequate advantage American approach argue associated authority become believe benefits challenges chapter child citizens citizenship civic consider context Court create cultural decision democracy democratic discrimination discussion distribution districts economic effects equality equity example experience federal first focus funding groups higher homes housing ideals immigrant important improve individual institutions intelligence interest involves issues justice language less lives majority matter means measures neighborhoods opportunity outcomes parents particular percent performance political positional practices problems protect questions race racial reasons reform relation relationship relative requires responsibility result segregation shared shared fate skills social society spending standard structure teachers teaching theory tion understanding United University University Press values York youths