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Sheron Fraser-Burgess [16]Sheron Andrea Fraser-Burgess [2]
  1. International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  22
    Education for individual fulfilment as social: grappling with obstructions to growth.Sheron Fraser-Burgess - 2023 - Journal of Philosophy of Education (2):qhad028.
    In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the (...)
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  3.  28
    Does Mills’ epistemology suggest a hermeneutic injustice of White Afroscepticism?Sheron Fraser-Burgess - 2024 - Journal of Philosophy of Education 57 (4-5):826-841.
    Charles Mills posits an epistemology of ignorance that underwrites the complicity of Whites, or people of Western European descent, as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated for a subcategory of White Americans because of being socialized into a White-dominant culture of caste-based Afroscepticism. (...)
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  4.  70
    Group Identity, Deliberative Democracy and Diversity in Education.Sheron Fraser-Burgess - 2012 - Educational Philosophy and Theory 44 (5):480-499.
    Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of (...)
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  5.  6
    Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education.Sheron Fraser-Burgess & Thenjiwe Major - forthcoming - Journal of Philosophy of Education.
    Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its metrics of quantifiable outcomes. This article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through which (...)
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  6.  15
    Democratizing philosophy for children: of difference and diverse ideas in Gareth Matthews’ Corpus.Sheron Fraser-Burgess - 2023 - Journal of Philosophy of Education 57 (2):592-601.
    Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores the Philosophy for Children movement, and the way the work of Gareth B. Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and non-Western approaches (...)
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  7.  14
    The Social Nature of Epistemically Normative Deliberation.Sheron Andrea Fraser-Burgess - 2008 - Philosophy of Education 64:219-227.
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  8.  37
    Group Identity, Deliberative Democracy and Diversity in Education.Richard Edwards, Sheron Fraser-Burgess, Kevin Harris, Duck-Joo Kwak & James M. Magrini - 2012 - Educational Philosophy and Theory 44 (5):480-499.
    Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of (...)
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  9.  22
    Accountability and Troubling the Caring Ideal in the Classroom: A Call to Teacher Citizenry.Sheron Fraser-Burgess - 2020 - Educational Studies 56 (5):456-481.
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  10.  9
    A Womanist Measure for the Measurer.Sheron Fraser-Burgess - 2021 - Philosophy of Education 77 (1):195-205.
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  11.  22
    Blackness (Un)defined by Whiteness: Possibilities for Education, Interiority, and Democracy.Sheron Fraser-Burgess & Audrey Thompson - 2021 - Educational Theory 71 (2):161-175.
  12.  26
    Deliberating through Group Differences in Education for Trust and Respect.Sheron Fraser-Burgess - 2011 - Journal of Thought 46 (3-4):45.
  13.  29
    Identity Politics and Belonging.Sheron Fraser-Burgess - 2018 - In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 851-865.
    In contemporary society, identities—culture; race; ethnicity; gender; and lesbian, gay, bisexual, and transgender —are at the heart of discourses of belonging and related collectivist constructions of meaning. As distinct social markers, they clearly demarcate the society in ways that also have political implications. The discussion of identity politics below takes a nominally genealogical approach beginning with modern philosophy’s individualistic account. It then decenters this narrative and posits that the field has been ill-equipped to grapple with the power of identity as (...)
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  14.  19
    Mediating Epistemic Harm.Sheron Fraser-Burgess - 2020 - Philosophy of Education 76 (4):98-102.
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  15.  67
    Problems with a Weakly Pluralist Approach to Democratic Education.Sheron Fraser-Burgess - 2009 - The Pluralist 4 (2):1 - 16.
    In lieu of an abstract, here is a brief excerpt of the content:Problems with a Weakly Pluralist Approach to Democratic EducationSheron Fraser-BurgessIntroductionPluralism embodies wide acknowledgement of various forms of difference. Appeals to pluralism involve arguments for the proliferating of differences as a social and moral ideal. Rather than being a formal political regime such as with democracy or social liberalism, in the extant political philosophy literature, pluralism brings considerations of diversity and equality to bear in philosophical analysis of traditional systems (...)
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  16.  35
    Scholars of color turn to womanism: Countering dehumanization in the academy.Sheron Andrea Fraser-Burgess, Kiesha Warren-Gordon, David L. Humphrey Jr & Kendra Lowery - 2021 - Educational Philosophy and Theory 53 (5):505-522.
    The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black women’s penchant for reaching solutions that promote communal balance, affirm one’s humanity and attend to the spiritual dimension (Phillips, 2006 Phillips, L. (...)
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  17.  5
    The Cambridge Handbook of Ethics and Education.Sheron Fraser-Burgess, Jessica Heybach & Dini Metro-Roland (eds.) - 2024 - Cambridge University Press.
    This Handbook provides an interdisciplinary discussion on the role and complexity of ethics in education. Its central aim is to democratise scholarship by highlighting diverse voices, ideas, and places. It is organised into three sections, each examining ethics from a different perspective: ethics and education historically; ethics within institutional practice, and emerging ethical frameworks in education. Important questions are raised and discussed, such as the role of past ethical traditions in contemporary education, how educators should confront ethical dilemma, how schools (...)
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  18.  13
    Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education; Larry Blum and Zoë Burkholder; University of Chicago Press, 2021, Pp. 280. [REVIEW]Sheron Fraser-Burgess - 2024 - Educational Theory 74 (2):264-273.