Titlebook: Education, Inclusion, and Justice; Joan McGregor,Mark C. Navin Book 2022 The Editor(s) (if applicable) and The Author(s), under exclusive

否認(rèn)

得意牛

NIB

analogous

Book 2022t promotes the development of valuable skills for work and for life. Accordingly, debates on justice, democracy, equality and inclusion often focus on questions concerning the kind of education people should receive, how scarce educational goods should be distributed, and the role of education in re

設(shè)想

https://doi.org/10.1007/978-1-4615-1983-6 institutions of higher education. The article argues for recognition of the rights and experiences of distinctive groups as well as the epistemic forms of injustice that have been experienced by specific groups, including Indigenous, Black, and Latinx peoples within institutions of higher education.

責(zé)任

名字的誤用

Institutional Racism and the Ethics of Inclusion: What Does Justice Require to Transform Institution institutions of higher education. The article argues for recognition of the rights and experiences of distinctive groups as well as the epistemic forms of injustice that have been experienced by specific groups, including Indigenous, Black, and Latinx peoples within institutions of higher education.

PAGAN

“Merit” in University Admissions abandon the whole idea of pursuing excellence. Rather I shall argue that a different conception of collective merit that suggests a different filter for university admissions would better meet the social goals we have for higher education.

BOLT

Education, Inclusion, and Identitynd respond well to broader human needs and rights. I will focus on the innovative educational experiment initiated by the great educational reformer Rabindranath Tagore (1861–1941) at his school for girls and boys in rural Bengal, India, at the beginning of the twentieth century.

輕快帶來危險

The “Rights” Road to Inclusion: Disability Rights, Care, and Normalcya matter of care or made wholly invisible. This paper argues that this approach is misguided. Neither “caring for” the disabled and “normalizing” disability, and argue that neither is sufficient for creating a democratic society where disabled people are treated as equals.