Justice as rhythm, rhythms of injustice: reorienting the discourse on educational justice. A response

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2022-03-25 DOI:10.1080/17449642.2022.2054542
C. Schumann
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Abstract

ABSTRACT The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands in which the different papers converge and outline how they attempt to produce a shift in the understanding of educational justice; how they bring into view and touch upon ways of thinking through educational justice which have previously not received attention or been obscured by more conventional paradigms. Different papers do this in different ways, but there is a joint effort to self-critically turn philosophy onto itself as well as a common tendency towards what could be called a shift beyond discourse towards more worldly, materialistic, bodily and embodied notions of justice and injustice.
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正义是节奏,不公正的节奏:教育正义话语的重新定位。一个响应
学术上关于教育公平的讨论往往围绕着教育机会均等和教育资源(再)分配的问题展开。本文回应了一个特殊问题,它收集了不同的教育正义方法,这些方法超越了该领域传统的霸权观点所设定的界限。我指出了不同论文集中的一些重要方面,并概述了它们是如何试图改变对教育正义的理解的;他们如何通过教育公正来审视和触及以前没有受到重视或被更传统的范式所掩盖的思维方式。不同的论文以不同的方式做到这一点,但有一种共同的努力,即自我批判地将哲学转向自身,以及一种共同的趋势,即可以被称为超越话语的转变,转向更世俗的,唯物主义的,身体的和具体化的正义和不正义的概念。
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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