Education, Inclusion, and Justice

Description

This book approaches education as a vital human good, both because it fosters the development of intellectual, moral and civic virtues, and because it 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 responding to historical and ongoing injustices. This volume collects 16 new essays that explore these pressing ethical, political and legal issues. Contents Introduction: Education, Inclusion, and Justice 1 Part I 2 Part II 3 Part III 4 Part IV 5 Part V 6 Part VI Part I: Inclusion, Justice, and Education Education, Inclusion, and Identity 1 Introduction 2 Tagore´s School 3 Reason and Imagination 4 Culture and Diversity 5 Inclusion, Identity, and Democracy 6 Women´s Empowerment 7 Patriotism and Global Citizenship 8 Message of Hope 9 Home in the World References The ``Rights´´ Road to Inclusion: Disability Rights, Care, and Normalcy 1 Introduction: Kids with Disabilities 1.1 The Rights-Based View 2 Rights and Care 3 Not Invisible 4 Conclusion References Part II: Education Rights and Reasonable Pluralism The Constitutional Right to an Education 1 ``All on Equal Terms´´ 1.1 What Is Supposed to be Equal? 1.2 How Are We to Measure Whatever It Is That Is Supposed to be Equal? 2 ``Basic Minimal Educational Offering´´ 3 The Value of an Education 4 The American Revolution 5 What a State and We Must Provide References Pluralism, Diversity, and Choice: Problems with School Vouchers 1 Introduction 2 Background 3 The Nonneutrality of Education Disestablishment 4 Be Careful What You Wish For References Part III: Opportunity and Inclusion in Education Interculturality, Justice and Inclusion: Key Educational Values for a Pluralistic Society 1 Introduction 2 The Making of a Civic Nation 3 Blips with Ineffectual Educational System 4 Interculturality, Justice and Inclusion: Didactic Ideals for a floundering Nation 5 Conclusion References The Concept of Opportunity and the Ideal of Equality of Educational Opportunity 1 The Concept of Opportunity 1.1 Opportunity to What? 1.2 Opportunity for Whom? 2 Concepts of Opportunity and Freedom: Similarities, Differences, and Connections 2.1 Similarities 2.2 Differences 2.3 Connections 3 An Ambiguity in the Concept of Opportunity? 3.1 Do Opportunities Admit of Degrees? 3.2 Two Senses of ``Opportunity´´ 4 The Goals of Education and Kinds of Educational Opportunity 5 The Ideal of Equality of Educational Opportunity 5.1 The Defence of Equalization of Opportunity for Everyone 5.2 The Defence of Competitive Equality of Opportunity 5.3 Equalization of Opportunity in Education for Employment, Education for Self-Fulfilment, and Education for Citizenship 6 Concluding Remarks Reference Part IV: Race, Inclusion, and Education Institutional Racism and the Ethics of Inclusion: What Does Justice Require to Transform Institutions of Higher Education? 1 Introduction 2 Understanding Structural Racism Within U.S. Educational Institutions: Education as a ``Civil Right´´ 2.1 Institutional Racism and the Commitment to Justice 2.2 The Construction of Racism as a ``Social´´ Issue 3 When the Past Becomes Present: Racial Trauma and ``Moral Repair´´ 4 Reconciliation: What Does an Ethics of Inclusion Require? References Janus-Faced Affirmative Action: Restorative Justice and the Transition to a Just Society 1 Introduction 2 A Brief History of Affirmative Action in Education and Employment 3 Challenges to Affirmative Action 3.1 Bad Genes 3.2 Bad Character 3.3 Bad Policy 4 Responding to the Challenges 4.1 The Genetic Superiority Argument 4.2 The Bad Character Argument 4.3 The Bad Policy Argument 5 Janus-Faced Affirmative Action: Restorative Justice and Transitions to a Just Society 6 Conclusion References Three Responses to Racism and Systemic Racism: Therapy, Punishment, and Education 1 Introduction 2 Therapy 2.1 Definitions 2.2 Framing an Analogical Argument 2.3 Problems with the Analogy 2.4 Five Unwelcome Consequences of Classifying Racism as a Disease 2.5 Objections and Replies 3 Punishment 3.1 The Concept of Punishment 3.2 Punishing Racist Beliefs and Behavior 3.3 Justifiable Limits of the Criminal Law Concerning Systemic Racism 4 Education 4.1 Civic Education 4.2 Comparing Education and Therapy 4.3 Comparing Education and Punishment 4.4 Education as a Just Response to Systemic Racism 5 Conclusion References Part V: Civility, Incivility and Civic Learning Three Arguments for Incivility 1 Making Space for Incivility 2 Three Arguments in Favor of Incivility 2.1 Performative or Strategic Incivility 2.2 Incivility as Bluntness 2.3 Incivility Claims as Assertions of Power 3 A Moral Case for Civility 4 Applying Oakeshott´s Definition 4.1 Civility on Campus 4.2 Civility in American Political Discourse References Moral Capital, Civic Grace, and the Role of Education 1 What Is Moral Capital? 2 The Importance of Moral Capital 3 Civility 4 ``Civic Grace´´ 5 Universities Developing Civic Grace 6 Summing Up References Part VI: Justice in University Admissions ``Merit´´ in University Admissions 1 Introduction 2 Merit in University Admissions: Measurement Problems 3 Merit in University Admissions: Psychological Problems 4 University Admissions to Achieve Social Purposes 5 The Case for Maximizing Inclusive Diversity in University Admissions 6 Collective Merit and University Admissions References An Alternative to ``Merit´´ in University Admissions a Comment on the Paper of Ann E. Cudd Collective Merit in University Admissions 1 Introduction 2 University Admissions 3 The Purpose of the University 4 Collective Merit, the University and Fairness 5 Excellence 6 Conclusion References University Admissions, Non-Ideal Justice, and Merit: Comments on Ann Cudd 1 Cudd´s Account of Merit 1.1 Diversity´s Contribution as an Empirical Claim 1.2 Diversity´s Contribution as a Conceptual or Normative Claim References Collective Merit as an Alternative to Individual Merit in University Admissions? Some Comments on Ann Cudd´s ``Merit in Univer... 1 General Education as Part of the Mission of the University? 2 Is Fostering a ``Growth Mind-Set´´ in the Members of a Society a Desideratum? 3 Promoting Inclusive Diversity and ``Collective´´ Merit? References The Merits and Demerits of Collective Merit: Replies to Commentaries on ``Merit in University Admissions´´ 1 Deep Disagreements 2 Clarifying My View: Mission, Diversity Bonuses, and the Collective in ``Collective Merit´´ 3 Replying to Objections to Collective Merit as Incoherent or Misguided to Use in Admissions 4 Admissions Standards That Take Into Account the Collective Merit of the Student Body Is Unfair to Students, Will Cause Stude... References