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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書目名稱Educational Justice影響因子(影響力)




書目名稱Educational Justice影響因子(影響力)學科排名




書目名稱Educational Justice網(wǎng)絡公開度




書目名稱Educational Justice網(wǎng)絡公開度學科排名




書目名稱Educational Justice被引頻次




書目名稱Educational Justice被引頻次學科排名




書目名稱Educational Justice年度引用




書目名稱Educational Justice年度引用學科排名




書目名稱Educational Justice讀者反饋




書目名稱Educational Justice讀者反饋學科排名

SOB

Justice and Educationevance 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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WAIL

Educational Justice and Citizenshiparticular 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

現(xiàn)實

Volatile-Oils

Volatile-Oils

Educational Justice and Religious Schoolsts 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

Defraud

Educational Justice and Selectionble 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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Educational Justice and Tentative Hopersistent 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

Archipelago

Pacifism, Empire, and Social Evolution,study, the questions we think it important to ask and the theoretical frames we use to interpret our experience. Relatedly, I argue that many of our most deeply held beliefs may incline us to discount evidence, and even competing evidentiary standards, that may conflict with our present knowledge an