Titlebook: Educational Justice; Liberal Ideals, Pers Michael S. Merry Book 2020 The Editor(s) (if applicable) and The Author(s), under exclusive licen

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Cosmopolitan Place Making in Australiaevance in the educational domain. I highlight, on the one hand, the importance of ideals, and the honest pursuit of those ideals. Yet on the other hand, I also argue that justice requires that we make a comparative empirical analysis concerning both the quality of schools that children attend, as we

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Crossing Boundaries of Culture and Thought, one best suited to deliver educational justice. But in examining liberal defenses of the state-public school, I suggest that the standard arguments employed by mainstream liberal defenders are generally inadequate because they fail to provide a credible representation of their historical object, le

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Miyase Christensen,André Janssonarticular the idea that citizenship education is likely to foster educational justice. In doing this, I discuss how citizenship education has been, and continues to be, practiced in most state schools, and on youth. In challenging the liberal notion of citizenship education, I also challenge the lib

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Cosmopolitanism, Markets, and Consumptionts levied against religious schools, I principally concern myself with a charge most often brought against them, viz., that they are guilty of indoctrinatory harm. Without minimizing the harms of indoctrination, I nevertheless postulate that there are other harms for many individuals that are more s

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Anna Wilczyńska,Karol Wilczyńskible for schools to select their own students. Educational justice ordinarily requires that children do not have their educational experiences or opportunities determined by morally arbitrary features of their background. But the question driving this ethical analysis is whether state-public schools

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Kant’s Logic of Political Transformationrsistent inequality may tell against optimism, they do not tell against hope. Indeed, it is always possible to foster educational justice, if only with a small ‘j.’ However small or incremental the contribution to educational justice, each success ought to be affirmed. But in striving to make our si

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https://doi.org/10.1007/978-3-030-36023-8inclusive education; citizenship education; diversity; public school; disability

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