Pub Date : 2022-03-01DOI: 10.1177/14778785221090855
Eric Luckey
What is dissent? And how should educators teach students the skills and dispositions of this democratic virtue? By engaging with the 2011 article by Sarah M. Stitzlein on ‘Democratic education in an era of town hall protests’, this retrospective article discusses Stitzlein’s definition of dissent, her curricular approach to teaching dissent, and the context in which she offered both. It concludes by offering a refined definition of dissent and reassessing the curricular implications for democratic educators.
{"title":"Refining dissent: Response to Sarah M. Stitzlein’s ‘Democratic education in an era of town hall protests’ (2011)","authors":"Eric Luckey","doi":"10.1177/14778785221090855","DOIUrl":"https://doi.org/10.1177/14778785221090855","url":null,"abstract":"What is dissent? And how should educators teach students the skills and dispositions of this democratic virtue? By engaging with the 2011 article by Sarah M. Stitzlein on ‘Democratic education in an era of town hall protests’, this retrospective article discusses Stitzlein’s definition of dissent, her curricular approach to teaching dissent, and the context in which she offered both. It concludes by offering a refined definition of dissent and reassessing the curricular implications for democratic educators.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"119 - 124"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221085938
Jeffery M. Frank
This article is a retrospective look at Chris Lebron’s essay ‘Thoughts on Racial Democratic Education and Moral Virtue’. I argue that Lebron’s work remains extremely relevant, both for its vision of antiracist education, and for the methodological questions it allows readers to contend with. As we are living in an age of increasing backlash to antiracist education, taking another look at Lebron’s essay also allows us to consider the reasonableness of this backlash and what this backlash says about imagination and failures of imagination.
{"title":"Failures of imagination: Racial justice in philosophy and education","authors":"Jeffery M. Frank","doi":"10.1177/14778785221085938","DOIUrl":"https://doi.org/10.1177/14778785221085938","url":null,"abstract":"This article is a retrospective look at Chris Lebron’s essay ‘Thoughts on Racial Democratic Education and Moral Virtue’. I argue that Lebron’s work remains extremely relevant, both for its vision of antiracist education, and for the methodological questions it allows readers to contend with. As we are living in an age of increasing backlash to antiracist education, taking another look at Lebron’s essay also allows us to consider the reasonableness of this backlash and what this backlash says about imagination and failures of imagination.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"125 - 129"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221095708
Ben Kotzee
{"title":"Introduction","authors":"Ben Kotzee","doi":"10.1177/14778785221095708","DOIUrl":"https://doi.org/10.1177/14778785221095708","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"3 - 4"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45868774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221102035
John P. Fantuzzo
There is currently bipartisan support for criminal justice reform in the United States. One reform, recently passed through the Consolidated Appropriations Act/COVID relief package (December 2020), restored need-based, higher educational aid for incarcerated persons. With a resurgence of college-in-prison programs on the horizon, this article joins recent efforts to understand the moral justification of these programs not exclusively in terms of reductions in recidivism rates but in terms of a duty-based recognition of human dignity. It contributes to these efforts by examining the meaning and implications of recognizing human dignity behind bars, contending that the achievements of college-in-prison programs are morally justified insofar as they provide a model for recognizing the human dignity of all incarcerated persons (not just the select few they educate) and thereby spur the transformation of an institution that systematically ignores the role of human dignity in our moral lives.
{"title":"Recognizing human dignity behind bars: A moral justification for college-in-prison programs","authors":"John P. Fantuzzo","doi":"10.1177/14778785221102035","DOIUrl":"https://doi.org/10.1177/14778785221102035","url":null,"abstract":"There is currently bipartisan support for criminal justice reform in the United States. One reform, recently passed through the Consolidated Appropriations Act/COVID relief package (December 2020), restored need-based, higher educational aid for incarcerated persons. With a resurgence of college-in-prison programs on the horizon, this article joins recent efforts to understand the moral justification of these programs not exclusively in terms of reductions in recidivism rates but in terms of a duty-based recognition of human dignity. It contributes to these efforts by examining the meaning and implications of recognizing human dignity behind bars, contending that the achievements of college-in-prison programs are morally justified insofar as they provide a model for recognizing the human dignity of all incarcerated persons (not just the select few they educate) and thereby spur the transformation of an institution that systematically ignores the role of human dignity in our moral lives.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"26 - 43"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43989879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/14778785221093313
B. Eidhof, D. D. de Ruyter
Primary and secondary schools across the world are expected to contribute to the citizenship development of their pupils. Most citizenship curricula focus on the acquisition of knowledge and the cultivation of skills and attitudes. Citizenship-related self-efficacy beliefs are often neglected in the literature on citizenship education, although they appear to play a crucial role in learning processes, among others as explanatory factors for the inequalities between students in different educational tracks. As such, studies on the development of citizenship-related self-efficacy beliefs have the potential to inform practice in a way that fosters greater equality of opportunity. However, as the literature on civic and political self-efficacy uses different dimensions and conceptualizations, this poses challenges to both the scientific accumulation of knowledge and translation to teaching practices. Here, we analyse the conceptual challenges and propose a framework for the study of self-efficacy in citizenship education research that incorporates social and political tasks of citizens and distinguishes the variety of communities in which citizens perform those tasks on two axes, namely formality and size. In doing so, we argue for fine-grained distinctions based on context instead of the all-encompassing notions of civic and political self-efficacy political theorists appear to prefer. We end by discussion two normative issues.
{"title":"Citizenship, self-efficacy and education: A conceptual review","authors":"B. Eidhof, D. D. de Ruyter","doi":"10.1177/14778785221093313","DOIUrl":"https://doi.org/10.1177/14778785221093313","url":null,"abstract":"Primary and secondary schools across the world are expected to contribute to the citizenship development of their pupils. Most citizenship curricula focus on the acquisition of knowledge and the cultivation of skills and attitudes. Citizenship-related self-efficacy beliefs are often neglected in the literature on citizenship education, although they appear to play a crucial role in learning processes, among others as explanatory factors for the inequalities between students in different educational tracks. As such, studies on the development of citizenship-related self-efficacy beliefs have the potential to inform practice in a way that fosters greater equality of opportunity. However, as the literature on civic and political self-efficacy uses different dimensions and conceptualizations, this poses challenges to both the scientific accumulation of knowledge and translation to teaching practices. Here, we analyse the conceptual challenges and propose a framework for the study of self-efficacy in citizenship education research that incorporates social and political tasks of citizens and distinguishes the variety of communities in which citizens perform those tasks on two axes, namely formality and size. In doing so, we argue for fine-grained distinctions based on context instead of the all-encompassing notions of civic and political self-efficacy political theorists appear to prefer. We end by discussion two normative issues.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"20 1","pages":"64 - 82"},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49503030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/14778785211060127
R. Curren
This article offers retrospective and prospective commentary on the significance of A Theory of Justice for philosophy of education. It addresses the progress that Anglophone philosophy of education has made since the publication of A Theory of Justice in 1971, and the ways this progress has been facilitated by the transformation of political philosophy that Rawls set in motion. It offers examples of ongoing lines of inquiry and unfinished projects in philosophy of education for which Rawls’ methods and positions remain important.
{"title":"The significance of A Theory of Justice for philosophy of education","authors":"R. Curren","doi":"10.1177/14778785211060127","DOIUrl":"https://doi.org/10.1177/14778785211060127","url":null,"abstract":"This article offers retrospective and prospective commentary on the significance of A Theory of Justice for philosophy of education. It addresses the progress that Anglophone philosophy of education has made since the publication of A Theory of Justice in 1971, and the ways this progress has been facilitated by the transformation of political philosophy that Rawls set in motion. It offers examples of ongoing lines of inquiry and unfinished projects in philosophy of education for which Rawls’ methods and positions remain important.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"312 - 319"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49137896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/14778785211060128
John White
Personal well-being is a central concept in philosophical discussions of education and its aims. Although the work of general philosophers like Nussbaum, Griffin, Raz and Sen on the topic has been influential here, there has been next-to-no interest among philosophers of education in John Rawls’s work on ‘the good’ – in great contrast to interest in his work on ‘the right’, and despite the key place that his theory of the good has in his Theory of Justice (TJ), Chapter 7. This paper explores a likely reason for this lack of interest. This is connected with Rawls’s 1942 undergraduate thesis on the meaning of sin and faith. While there are many continuities between this – eg. to do with communitarianism and equality – and the theory of the right in TJ, there are none in the area of the good, since the thesis rejected the notion for theological reasons. In writing TJ, therefore, having long abandoned his Christian belief, Rawls had a rich background of earlier work on the right which he was able to work up into a powerful argument, while in the area of the good he had to start from scratch. The result, drawing on Josiah Royce’s ideas about plans of life, is disappointing and open to fairly obvious objections. In the light of this, it is not surprising that Rawls’s views on the good have had so little influence in philosophy of education.
{"title":"The take-up of Rawls’ theory of the good in philosophy of education","authors":"John White","doi":"10.1177/14778785211060128","DOIUrl":"https://doi.org/10.1177/14778785211060128","url":null,"abstract":"Personal well-being is a central concept in philosophical discussions of education and its aims. Although the work of general philosophers like Nussbaum, Griffin, Raz and Sen on the topic has been influential here, there has been next-to-no interest among philosophers of education in John Rawls’s work on ‘the good’ – in great contrast to interest in his work on ‘the right’, and despite the key place that his theory of the good has in his Theory of Justice (TJ), Chapter 7. This paper explores a likely reason for this lack of interest. This is connected with Rawls’s 1942 undergraduate thesis on the meaning of sin and faith. While there are many continuities between this – eg. to do with communitarianism and equality – and the theory of the right in TJ, there are none in the area of the good, since the thesis rejected the notion for theological reasons. In writing TJ, therefore, having long abandoned his Christian belief, Rawls had a rich background of earlier work on the right which he was able to work up into a powerful argument, while in the area of the good he had to start from scratch. The result, drawing on Josiah Royce’s ideas about plans of life, is disappointing and open to fairly obvious objections. In the light of this, it is not surprising that Rawls’s views on the good have had so little influence in philosophy of education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"301 - 307"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/14778785211061310
G. Orona
Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is relevant and important to one’s education is consistently and moderately correlated with increases in intellectual curiosity across time points and analytic approaches. A weaker yet still positive association is found with increases in knowledge of intellectual curiosity. The implications of these results connect with pedagogical recommendations stressed across intellectual and moral virtue education.
{"title":"Gotta know why! Preliminary evidence supporting a theory of virtue learning as applied to intellectual curiosity","authors":"G. Orona","doi":"10.1177/14778785211061310","DOIUrl":"https://doi.org/10.1177/14778785211061310","url":null,"abstract":"Virtue education is gaining popularity in institutions of higher education. Given this growing interest, several theoretical accounts explaining the process of virtue learning have emerged. However, there is scant empirical evidence supporting their applicability for intellectual virtue. In this study, we apply a theory of virtue learning to the development of intellectual curiosity among undergraduates. We find that learning why virtue is relevant and important to one’s education is consistently and moderately correlated with increases in intellectual curiosity across time points and analytic approaches. A weaker yet still positive association is found with increases in knowledge of intellectual curiosity. The implications of these results connect with pedagogical recommendations stressed across intellectual and moral virtue education.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"279 - 295"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46691358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/14778785211060211
Harvey D. Shapiro
Tyson Lewis has a remarkable ability to interpret complex philosophical works by developing their explicit and implicit educational concepts. Walter Benjamin’s Antifascist Education is no exception. In this fine book, Lewis seeks to provide an ‘educational response to the manipulativeness, coldness, and hardness’ of growing authoritarianism in education (p. 16). He is ambitious, considering the book to be part of a broader effort to liberate teaching from its oppressed state in neoliberal or, as he suggests, ‘neofascist’ society. The book offers novel approaches to two crucial educational questions: (1) What forms of education cultivate the free expression of potentialities? and (2) How might Benjamin help us challenge common, problematic binaries, for example, knowledge– truth, immanence–transcendence, and means–ends, in educational theory and practice? Often Lewis’s writing is evocative, inspiring, even poetic: ‘The wave of education swells through learning into the crash of teaching, which sends the wave outward in a million directions’ (p. 37). At times, his writing also can be seemingly abstruse, such as when he suggests that ‘Benjamin’s educational forms induce awakenings that are indeterminate swellings within what is while extending what is to its extreme point where it touches its own potentiality for transformation (its capacity to become different by touching difference)’ (p. 208). While the book addresses each of this statement’s concepts, readers less familiar with the philosophical discourse which it invokes may be challenged to parse and explicate the relationships among ‘awakening’, ‘indeterminacy’, ‘swelling’, ‘touching potentiality’, ‘transformation’, and ‘difference’. Lewis does not hesitate to use the extreme terms, ‘fascist’ and ‘neofascist’, in characterizing prevalent neoliberal practices and policies and growing right-wing sociocultural and political dispositions. Writing his book in the midst of the right-wing fanaticism being exposed and incited during the Trump presidency, Lewis alerts us to growing parallels between mid-twentieth-century European fascist ideologies and current authoritarian approaches to educational policy and practice. At times, however, Lewis appears to treat the term ‘fascism’ as similar to, or closely analogous to, other movements and socioeconomic forms such as right-wing fanaticism, liberalism, neoliberalism, and 1060211 TRE0010.1177/14778785211060211Theory and Research in EducationBook reviews book-review2021
{"title":"Book review: Tyson Lewis, Walter Benjamin’s Antifascist Education: From Riddles to Radio","authors":"Harvey D. Shapiro","doi":"10.1177/14778785211060211","DOIUrl":"https://doi.org/10.1177/14778785211060211","url":null,"abstract":"Tyson Lewis has a remarkable ability to interpret complex philosophical works by developing their explicit and implicit educational concepts. Walter Benjamin’s Antifascist Education is no exception. In this fine book, Lewis seeks to provide an ‘educational response to the manipulativeness, coldness, and hardness’ of growing authoritarianism in education (p. 16). He is ambitious, considering the book to be part of a broader effort to liberate teaching from its oppressed state in neoliberal or, as he suggests, ‘neofascist’ society. The book offers novel approaches to two crucial educational questions: (1) What forms of education cultivate the free expression of potentialities? and (2) How might Benjamin help us challenge common, problematic binaries, for example, knowledge– truth, immanence–transcendence, and means–ends, in educational theory and practice? Often Lewis’s writing is evocative, inspiring, even poetic: ‘The wave of education swells through learning into the crash of teaching, which sends the wave outward in a million directions’ (p. 37). At times, his writing also can be seemingly abstruse, such as when he suggests that ‘Benjamin’s educational forms induce awakenings that are indeterminate swellings within what is while extending what is to its extreme point where it touches its own potentiality for transformation (its capacity to become different by touching difference)’ (p. 208). While the book addresses each of this statement’s concepts, readers less familiar with the philosophical discourse which it invokes may be challenged to parse and explicate the relationships among ‘awakening’, ‘indeterminacy’, ‘swelling’, ‘touching potentiality’, ‘transformation’, and ‘difference’. Lewis does not hesitate to use the extreme terms, ‘fascist’ and ‘neofascist’, in characterizing prevalent neoliberal practices and policies and growing right-wing sociocultural and political dispositions. Writing his book in the midst of the right-wing fanaticism being exposed and incited during the Trump presidency, Lewis alerts us to growing parallels between mid-twentieth-century European fascist ideologies and current authoritarian approaches to educational policy and practice. At times, however, Lewis appears to treat the term ‘fascism’ as similar to, or closely analogous to, other movements and socioeconomic forms such as right-wing fanaticism, liberalism, neoliberalism, and 1060211 TRE0010.1177/14778785211060211Theory and Research in EducationBook reviews book-review2021","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"320 - 322"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/14778785211060208
C. Parker
{"title":"Book reviews: Maria Hantzopoulos and Monisha Bajaj, Educating for Peace and Human Rights: An Introduction","authors":"C. Parker","doi":"10.1177/14778785211060208","DOIUrl":"https://doi.org/10.1177/14778785211060208","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":"19 1","pages":"325 - 326"},"PeriodicalIF":1.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48541772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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