Socializing Justice : The Role of Formal, Non-Formal, and Family Education Spheres.
Clara. Sabbagh
Bok Engelsk 2022 · Electronic books.
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| Omfang | 1 online resource (369 pages)
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| Opplysninger | Cover -- Series -- Socializing Justice -- Copyright -- Dedication -- Contents -- Acknowledgments -- List of Abbreviations -- Part I Conceptualizing Justice in Diverse Education Spheres -- 1. Justice in Diverse Education Spheres -- 1.1 Introduction -- 1.2 Along the Margins of Academic Work -- 1.2.1 Being a Migrant Author -- 1.2.2 My Formal Academic Training -- 1.2.3 My Early Inquiry into Justice -- 1.2.4 My Later Inquiry of Justice -- 1.3 The Contents and Structure of This Book -- 1.3.1 Part I: Conceptualizing Justice in Diverse Education Spheres -- 1.3.2 Part II: Justice in Public Schools -- 1.3.3 Part III: Justice in Globalized Schools -- 1.3.4 Part IV: Justice in the Non-Formal Educational Sphere -- 1.3.5 Part V: Justice in the Family Sphere: Parent-Child Relations -- 2. A Multifaceted Justice Perspective on Education Spheres -- 2.1 Introduction -- 2.2 Distributive Justice -- 2.2.1 Preferences of Distribution Principles and Rules -- 2.2.2 Sense of Distributive Justice and Injustice -- 2.2.3 Consequences of a Sense of Justice and Injustice -- 2.3 Procedural Justice -- 2.3.1 Instrumental Models of Procedural Justice -- 2.3.2 Non-Instrumental (Relational) Models of Procedural Justice -- 2.4 Interactional Justice -- Part II Justice in State (Public) Schools -- 3. Access to Education -- 3.1 Introduction -- 3.2 Access to Public Schools: Trends and Explanations -- 3.2.1 The Functionalist Perspective -- 3.2.2 The Cultural and Sociohistorical Perspective -- 3.2.3 The Worldwide Education Perspective -- 3.3 Access to "Quality" Education -- 3.3.1 Learning Experiences Within Schools -- 3.3.2 Learning Experiences Within the Classroom -- 3.4 The Liberal Ethos of Educational Justice -- 3.4.1 Equal Educational Opportunities -- 3.4.2 Meritocracy: An Overriding Principle of Distributive Justice.. - 11.2 Generalized and Balanced Reciprocity -- 11.2.1 Generalized Reciprocity -- 11.2.2 Balanced Reciprocity -- 11.3 Moral Inclusion/Exclusion in Peer Groups -- 11.3.1 Gender -- 11.3.2 Race and Ethnicity -- 11.4 Conclusion -- 12. Moratorium and Political Justice -- 12.1 Introduction -- 12.2 Youth Councils: Rights-Based Justice -- 12.2.1 Youth Councils and Adult Control -- 12.2.2 Youth Councils as (Re)producers of Inequality -- 12.2.3 Youth Councils and Moratorium -- 12.3 Community Service: Duty-Based Justice -- 12.4 Youth Activism: Social Justice as Purpose of Action -- 12.5 Conclusion -- Part V Justice in the Family -- 13. Justice in Parent-Child Relations -- 13.1 Introduction -- 13.2 Persistence of Inequality in Parent-Child Relations -- 13.2.1 Sentiments and Respect (Love and Status) -- 13.2.2 Division of Housework (Services) -- 13.2.3 Food and House Space (Goods) -- 13.2.4 Pocket Money (Money) -- 13.2.5 Learning Opportunities (Information) -- 13.3 Legitimization of Inequality -- 13.3.1 Social Comparison Processes -- 13.3.2 Type of Social Exchange -- 13.4 Procedural and Interactional Justice -- 13.5 The Family as a "School of Justice" -- 13.6 A Controversial Perspective: The Feminist Family Critique -- 13.7 Conclusion -- Epilogue: Pluralism of Justice Forms Across Education Spheres -- E.1 Introduction -- E.2 The School Justice Sphere -- E.3 The Non-Formal Education Justice Sphere -- E.4 The Family Justice Sphere -- E.5 Conclusion -- Notes -- Index.. - 3.4.3 Implementation of the Liberal Ethos of Educational Justice: Selected Evidence -- 3.5 Controversial Perspectives -- 3.5.1 The Conflict Perspective -- 3.5.2 The Politics of Difference Perspective -- 3.6 Conclusion -- 4. Justice and Educational Placement: The Case of School Tracking -- 4.1 Introduction -- 4.2 Educational Placement and Distributive Justice -- 4.2.1 Distribution Preferences and Bias (Injustice) in Tracking -- 4.2.2 Student Outcomes Regarding Tracking Allocation -- 4.3 Cultural Illustrations of School Tracking Systems -- 4.3.1 Germany -- 4.3.2 Scandinavian Countries -- 4.3.3 United States -- 4.4 Conclusion -- 5. Pedagogies -- 5.1 Introduction -- 5.2 Distributively Just Pedagogies -- 5.3 Socially Just Pedagogies -- 5.3.1 Critical Pedagogies -- 5.3.2 Youth Participatory Action Research -- 5.3.3 Authentic and Productive Pedagogies -- 5.3.4 Iris Marion Young's Justice Legacy and Socially Just Pedagogies -- 5.3.5 Cultural Illustrations of Socially Just Pedagogies -- 5.4 Controversial Perspectives -- 5.4.1 Pedagogy of Caring: Nel Noddings -- 5.4.2 On Justice and Pedagogy: Jacques Rancière -- 5.5 Conclusion -- 6. Grading -- 6.1 Introduction -- 6.2 Grading and Equity Distribution Rules: An Overview -- 6.3 Factors Affecting Grading Distribution Preferences -- 6.3.1 Academic Performance Versus Effort: Teachers' and Students' Preferences -- 6.3.2 Learning Status: Nondisabled Versus Students with Learning Disabilities -- 6.3.3 Subject Matter and Grading Practices -- 6.4 Procedural Justice and Grading Practices -- 6.4.1 Grading Bias -- 6.5 Sense of Justice or Injustice in Grades and Its Expected Outcomes -- 6.6 Cultural Illustrations of Grading Systems -- 6.7 Controversial Perspectives -- 6.8 Conclusion -- 7. Teacher-Student Relations -- 7.1 Introduction -- 7.2 Organizational Justice in Teacher-Student Relations.. - 7.3 Preference for Relational Equality Alongside Inequality in Practice -- 7.4 Outcomes of Students' Sense of Relational Justice -- 7.4.1 Learning Motivation and Engagement with School -- 7.4.2 Legitimacy and Rule Compliance -- 7.4.3 Social Trust and Civic Attitudes -- 7.4.4 Civic and Antisocial Behavior -- 7.5 Cultural Illustrations: An Underserved Area of Study -- 7.6 Controversial Perspectives -- 7.6.1 Emotional Work and Caring -- 7.6.2 Retributive and Restorative Justice -- 7.7 Conclusion -- Part III Justice in Globalized Schools -- 8. The World Culture Perspective -- 8.1 Introduction -- 8.2 Access to Education: From a Social to a Human Rights Discourse -- 8.3 Grading and the Global Ethos of Meritocracy -- 8.4 Pedagogies and Curricula -- 8.5 Cultural Illustrations of How Local Conditions Temper World Culture Educational Trends -- 8.5.1 Turkey -- 8.5.2 Israel -- 8.6 Conclusion -- 9. The Neoliberal Perspective -- 9.1 Introduction -- 9.2 Accountability and Marketization: Neoliberal Justice-Related Discourses -- 9.3 Access to Education: From Equality to a Market-Oriented Justice Discourse -- 9.3.1 School Choice -- 9.3.2 School Choice and Equality of Educational Opportunities -- 9.4 Tracking -- 9.5 Grading -- 9.6 Pedagogies -- 9.7 A Cultural Illustration of How Local Conditions Temper Neoliberal Educational Trends -- 9.8 Controversial Perspectives -- 9.9 Conclusion -- Part IV Justice in Non-Formal Education -- IV.1 Toward a Conceptualization of NFES -- IV.2 An Organizational Code of NFES -- 10. Voluntarism and Social Justice -- 10.1 Introduction -- 10.2 Voluntary Participation and Social Justice -- 10.2.1 Access to Non-Formal Educational Settings -- 10.2.2 Outcomes of NFES Participation: The Case of Social Capital -- 10.3 Cultural Diversity in Volunteering -- 10.4 Conclusion -- 11. Peer Groups and (In)equality -- 11.1 Introduction.. - This book offers a comprehensive view of the numerous roles of justice in three education spheres-public and globalized schools, nonformal education, and the family. It relies on the quantitative and ethnographic methodological traditions in these fields to identify controversies and illustrate how the forms of justice underlying educational spheres are universal yet sensitive to sociocultural variation.
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| ISBN | 0-19-069800-4. - 0-19-069801-2
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