Abstract
The paper presents an argument that the usual account of social justice in formal education is too narrow. That account concerns itself only with the outcomes of education or only with general ethical precepts, such as ‘recognition’. I argue that it should also concern itself with living educational experiences as part of what makes a good life. I begin by noting that people find value in education for three linked but analytically separable reasons which I label: instrumental, inherent and integral. The last of these focuses on the value of education as part of what it is to live a good life. I point out how the usual accounts of social justice in education are seldom concerned with specifically educational experiences within formal education and that there is little clarity about the contribution of such experiences to living a good life. I offer a provisional account of specifically educational goods in experiences of education, and compare this to research and policy on enjoyment and engagement concluding that the significance of joy in education should be recognised within education policy.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
