Less-standard claims to justice through the lens of media debates on minority education

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Theory and Research in Education Pub Date : 2021-07-01 DOI:10.1177/14778785211028400
D. Lepianka
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引用次数: 2

Abstract

The coexistence, not always peaceful, of multiple and often rival, conceptions of justice in education policy and practice is well recognized and problematized in the academic literature. Relatively little is known, however, about what kind of justice-related considerations occupy the ‘public mind’ and/or inform what Nancy Fraser calls ‘folk paradigms of justice’. The current article seeks to shed light on the public construction of the ‘what’ of justice in the realm of education by analysing selected debates on minority education politics that occur in news and social media in five European countries. Fraser’s tripartite model of justice as redistribution, recognition and representation constituted the starting point of the investigation. The results of a qualitative analysis of selected media content show that while Fraser’s framework resonates well with the popular understandings of justice, the tripartite typology is not exhaustive in accounting for all justice claims evoked in the public domain. In the light of the debates analysed, three types of ‘alternative’ claims seem particularly relevant for theorizing justice in education and/or seeking legitimacy for education policy: claims that appeal to civil rights and liberties, claims that appeal to procedural justice and claims that appeal to epistemic justice.
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从媒体对少数民族教育的辩论看不太标准的正义诉求
在教育政策和实践中,多种且往往相互竞争的正义概念并不总是和平共存,这在学术文献中得到了充分的承认,并提出了问题。然而,对于什么样的与正义相关的考虑占据了“公众的思想”和/或南希·弗雷泽所说的“民间正义范式”,人们所知相对较少。本文试图通过分析五个欧洲国家的新闻和社交媒体上关于少数民族教育政治的辩论,揭示教育领域正义的“什么”的公共建构。弗雷泽的“再分配”、“承认”和“代表”的正义三重模式构成了研究的起点。对选定的媒体内容进行定性分析的结果表明,尽管弗雷泽的框架与大众对正义的理解很好地共鸣,但这三种类型在解释公共领域引发的所有正义主张时并不详尽。根据所分析的辩论,三种类型的“替代”主张似乎与教育正义的理论化和/或寻求教育政策的合法性特别相关:呼吁公民权利和自由的主张,呼吁程序正义的主张和呼吁认识论正义的主张。
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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