|
|
|
|
| LEADER |
00000cam a2200000 i 4500 |
| 001 |
on1134073474 |
| 003 |
OCoLC |
| 005 |
20240623213015.0 |
| 006 |
m o d |
| 007 |
cr un|---aucuu |
| 008 |
200104s2020 sz ob 001 0 eng d |
| 040 |
|
|
|a EBLCP
|b eng
|e rda
|e pn
|c EBLCP
|d GW5XE
|d YDX
|d N$T
|d OCLCF
|d NOC
|d OCLCQ
|d AUD
|d UKMGB
|d UX1
|d VLB
|d OCLCQ
|d OCLCO
|d COM
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCL
|
| 015 |
|
|
|a GBC044831
|2 bnb
|
| 016 |
7 |
|
|a 019659317
|2 Uk
|
| 019 |
|
|
|a 1133278742
|
| 020 |
|
|
|a 9783030360238
|q (electronic bk.)
|
| 020 |
|
|
|a 3030360237
|q (electronic bk.)
|
| 020 |
|
|
|z 9783030360221
|q (print)
|
| 020 |
|
|
|z 3030360229
|
| 035 |
|
|
|a (OCoLC)1134073474
|z (OCoLC)1133278742
|
| 037 |
|
|
|a com.springer.onix.9783030360238
|b Springer Nature
|
| 050 |
|
4 |
|a LB14.7
|b .M47 2020eb
|
| 049 |
|
|
|a HCDD
|
| 100 |
1 |
|
|a Merry, Michael S.,
|e author.
|
| 245 |
1 |
0 |
|a Educational justice :
|b liberal ideals, persistent inequality, and the constructive uses of critique /
|c Michael S. Merry.
|
| 264 |
|
1 |
|a Cham :
|b Palgrave Macmillan,
|c 2020.
|
| 300 |
|
|
|a 1 online resource (292 pages)
|
| 336 |
|
|
|a text
|b txt
|2 rdacontent
|
| 337 |
|
|
|a computer
|b c
|2 rdamedia
|
| 338 |
|
|
|a online resource
|b cr
|2 rdacarrier
|
| 588 |
0 |
|
|a Print version record.
|
| 505 |
0 |
|
|a Intro -- Foreword -- Acknowledgements -- Contents -- Part I Educational Justice: Preliminaries -- Chapter 1 Introduction -- Outline of the Book -- References -- Chapter 2 Justice and Education -- Justice -- Educational Justice -- Equality -- Parental Partiality -- Taking Stock -- Educational Policies for Justice -- Weighted Pupil Funding -- Integration -- Early Childhood Education -- Caveats -- References -- Part II Educational Justice: Appraising Three Liberal Commitments -- Chapter 3 Educational Justice and the Public School -- The School as Public Institution -- The Ideal Public School
|
| 505 |
8 |
|
|a The Real Public School -- Fiscal Resources -- Teachers -- Assessing the Liberal Defense of Public Schools -- The Imaginary Public -- Conclusion -- References -- Chapter 4 Educational Justice and Citizenship -- Liberal Conceptions of Citizenship -- Citizenship Theory and Practice: Mind the Gap -- Citizenship and Historical Amnesia -- Liberal Citizenship Revisited -- Principles -- Evidence -- Citizenship Education: A Modest Pars Construens -- Conclusions -- References -- Chapter 5 Educational Justice and Diversity -- Problems with the Story of Integration and Diversity
|
| 505 |
8 |
|
|a Diversity and Majority Benefit -- Remedies for Educational Injustice -- Alternatives to Diversity-Centered Reform -- Conclusions -- References -- Part III Educational Justice: Exclusion, Ethics, and the Pragmatic Alternative -- Chapter 6 Educational Justice and Inclusion -- Disability -- Liberal Conceptions of Disability -- Inclusion -- Inclusion and Education -- Legal Background -- Inclusion Interrogated -- Autism -- The Price of Inclusion for Autistics -- What Does Educational Justice for Autistics Require? -- The Limitations of Liberal Theory -- Inclusion by Multiple Routes -- Conclusions
|
| 504 |
|
|
|a References-Chapter 7 Educational Justice and Religious Schools-Indoctrinatory Harm-Broadening the Scope of Harm-The Harm of Stigma-Muslim Stigma-Can Islamic Schools Mitigate Harm?-Objections-Harm-False Dilemma-Stacking the Deck-Motivations-Exacerbating Stigma-Conclusions-References-Chapter 8 Educational Justice and Selection-Caveats-Is Selection Morally Problematic?-Selection by Means of a Lottery-Selection by Means of a Hiring Decision-Selection by Means of a School Serving Special Needs-The Need for Equitable School Selection
|
| 505 |
8 |
|
|a Intended Aims -- Organizational Processes -- Inspection and Accountability -- School Selection: A Typological Sketch -- School A: 'Local Public' -- School B: 'Magnet Public' -- School C: 'Alternative Public' -- Discussion -- Intended Aims Examined -- Organizational Processes Examined -- Inspection and Accountability Examined -- Case Study: Stuyvesant High School -- Conclusions -- References -- Chapter 9 Educational Justice and Tentative Hope -- References -- Bibliography -- Index
|
| 504 |
|
|
|a Includes bibliographical references and index.
|
| 520 |
|
|
|a "With fluid and lucid prose, and a battery of compelling arguments, Michael Merry challenges influential liberal ideas about educational justice, such as that good public schools must be diverse, secular, and foster citizenship. This intrepid book is not only a provocative, philosophically astute, and empirically grounded analysis of competing educational ideals, it is also focused on concrete social realities with an eye toward practical solutions. It is publicly engaged philosophy at its best."--Tommie Shelby, Caldwell Titcomb Professor of African American Studies and Professor of Philosophy, Harvard University, USA "Merry is unafraid to interrogate sacred, core liberal beliefs about education's functions. With his signature, cogent and provocative style, he offers several plausible arguments that highlight areas of conceptual myopia in the quest for educational justice." -Prudence L. Carter, Dean and Professor of Education, University of California-Berkeley, USA "Merry persuasively argues why insufficient attention to the sociological realities governing state-sponsored education systems are doomed to maintain the status quo. He argues that real change can only come about once we come to terms with the scope and gravity of these endemic problems. Educational Justice should be essential reading for educational reform movements." -Sally J. Scholz, Professor of Philosophy, Villanova University, USA This book examines the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Merry does not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. He argues that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice
|
| 650 |
|
0 |
|a Education
|x Philosophy.
|
| 650 |
|
0 |
|a Education
|x Aims and objectives.
|
| 650 |
|
7 |
|a Education
|x Aims and objectives
|2 fast
|
| 650 |
|
7 |
|a Education
|x Philosophy
|2 fast
|
| 758 |
|
|
|i has work:
|a Educational justice (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGbkdkVWXkFrGXH4TyDBrm
|4 https://id.oclc.org/worldcat/ontology/hasWork
|
| 776 |
0 |
8 |
|i Print version:
|a Merry, Michael S.
|t Educational Justice : Liberal Ideals, Persistent Inequality, and the Constructive Uses of Critique.
|d Cham : Palgrave Macmillan US, ©2020
|z 9783030360221
|
| 856 |
4 |
0 |
|u https://holycross.idm.oclc.org/login?auth=cas&url=https://link.springer.com/10.1007/978-3-030-36023-8
|y Click for online access
|
| 903 |
|
|
|a SPRING-ED2020
|
| 994 |
|
|
|a 92
|b HCD
|