Privileged Thinking in Today's Schools: The Implications for Social Justice

, , &
R&L Education (2010)
  Copy   BIBTEX

Abstract

In this collection of scenarios and episodes, many of which were experienced by the authors in their years as school administrators, you will find an array of provocative examples of social injustice in the classroom, and what you can do to prevent it in your own school community

Categories

Keywords

Reprint years

ISBN(s)

9781607099697   1607099691

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 92,168

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

My notes

Similar books and articles

Critical Thinking in the Schools: Why Doesn't Much Happen?Ian Wright - 2002 - Informal Logic 22 (2).
After the Buses Stop Running.Kevin M. Graham - 2000 - Social Philosophy Today 16:59-76.
Critical Thinking, Autonomy, and Social Justice.Matthew R. Silliman & David Kenneth Johnson - 2011 - Social Philosophy Today 27:127-138.
Social capital and education: Implications for student and school performance.Gregory K. Plagens - 2011 - Education and Culture 27 (1):40-64.
Doing justice justice : distinguishing social justice from distributive justice and the implications for bioethics.Shawna Gutfreund - unknown
Policy implications of social justice in education.Barry Bull - 2009 - Ethics and Education 4 (2):141-152.
Justice as a secondary moral ideal: The British idealists and the personal ethics perspective in understanding social justice.Maria Dimova-Cookson - 2011 - European Journal of Political Theory 10 (1):46-70.
Global justice as justice for a world of largely independent nations? From dualism to a multi‐level ethical position.Ronald Tinnevelt & Helder Schutteder - 2008 - Critical Review of International Social and Political Philosophy 11 (4):519-538.
Heidegger and terrorism.Andrew Mitchell - 2005 - Research in Phenomenology 35 (1):181-218.
When the Social Justice Learning Curve Isn't as Steep: How a Social Foundations Course Changed the Conversation.Beth Douthirt Cohen, Tomoko Tokunaga, Demetrius J. Colvin, Jacqueline Mac, Judith Suyen Martinez, Craig Leets & Douglas H. Lee - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (3):263-284.

Analytics

Added to PP
2014-05-19

Downloads
7 (#1,390,703)

6 months
6 (#528,006)

Historical graph of downloads
How can I increase my downloads?

Citations of this work

No citations found.

Add more citations

References found in this work

No references found.

Add more references