ERIC Number: ED534263
Record Type: Non-Journal
Publication Date: 2012
Reference Count: N/A
Towards an Education for Social Justice: Ethics Applied to Education. New International Studies in Applied Ethics. Volume 7
Cotton, Tony, Ed.
Peter Lang Oxford
This book challenges educators to envisage an education system which sees as its goal a more socially just world. It explores the question of how education, both formal and informal, can positively impact on all pupils' life chances and life experiences. The contributors to the book take the view that access to an equitable education for all is a necessary condition for the advancement of social justice; indeed the book argues that social justice cannot be achieved except through education. The authors suggest that it is the responsibility of educators to support the advancement of the millennium development goals including the achievement of universal primary education and the promotion of gender equality and the empowerment of women. The authors in this collection explore a range of case studies and offer evidence for the ways in which education has proved detrimental to the advancement of social justice. More importantly they point to ways in which our global education system can be developed to meet the requirements of a socially just society. Contents include: (1) Introduction (Tony Cotton); (2) Education for Social Responsibility: Ethics and Imagination for Engaging Students and Teachers in Educational reform (Bill Atweh, Derek Bland, and Kate Ala'i); (3) Justice, Foregrounds and Possibilities (Ole Skovsmose); (4) Breaking the Cycle of Isolation and Ignorance (Maresa McKeith); (5) Upsetting the Applecart: The Ethics of Care (Helen Toft, Jay Pollitt, and Parmjit Sagoo); (6) Directed Experiential Learning and Emerging Educational Professionals: The Demands for an Ethical, Constructivist, Qualitative Research "Casing" (Tim Murphy); (7) School-Community: A Service Learning Programme for the Development of Active Citizenship (Esther Luna Gonzales); (8) Gathering Cultural Self Confidence: A Reflection on the Ethical Dimension of Ethnomathematics in a Mozambican Educational Context (Marcos Cherinda); (9) The Fabrication of Knowledge in Mathematics Education: A Postmodern Ethic towards Social Justice (Brian R. Lawler); and (10) Practical Ethics and Ethics in Practice: A Reflection (Tony Cotton).
Descriptors: Evidence, Social Justice, Constructivism (Learning), Empowerment, Qualitative Research, Mathematics Education, Global Education, Citizenship, Educational Practices, Self Esteem, Ethics, Educational Change, Social Responsibility, Imagination, Experiential Learning, Foreign Countries, Postmodernism, Service Learning
Peter Lang Ltd, International Academic Publishers. Evenlode Court, Main Road, Long Hanborough, GB-Whitney, Oxfordshire, OX29 8SZ, UK. Tel: +44-1993-880088; Fax: +44-1993-882040; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mozambique