Education and Social Justice: Issues of Liberty and Equality in the Global Culture

Zajda, Joseph; Majhanovich, Suzanne; Rust, Val D.

doi:10.1007/1-4020-4722-3_1

“…The term 'social justice' is often attributed to Luigi Taparelli D'Azeglio, an Italian Jesuit philosopher of the mid-1800s whose work was based on the teachings of St. Thomas Aquinas [125]. Though, as others note, it is far more likely that the concept(s) predated the term [e.g., 115].…”

Section: Introductionmentioning

confidence: 99%

Social Justice-Oriented Interaction Design

Dombrowski

¹

,

Harmon

²

,

Fox

³

2016

Proceedings of the 2016 ACM Conference on Designing Interactive Systems

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“…At the end of the nineteenth century, the term "social justice" was used by social reformers as an appeal to the ruling classes to attend to the needs of the new masses of uprooted peasants who had become urban workers, or dispossessed (Zajda et al 2006).…”

Section: Defining Social Justicementioning

confidence: 99%

“…One of the key factors in achieving social justice is the emergence of a consensus that the society is working in a fair way, where individuals are allowed as much freedom as possible given the role they have within the society. Hence, true social justice is attained only through the harmonious cooperative effort of the citizens who, in their own self-interest, accept the current norms of morality as the price of membership in the community (see Zajda et al 2006).…”

Section: Defining Social Justicementioning

confidence: 99%

Globalization, Education and Social Justice

Zajda¹

2010

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Book series overviewThe Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as:Developing new internal strategies (more comprehensive, flexible and innovative modes • of learning) that take into account the changing and expanding learner needs Overcoming 'unacceptable' socio-economic educational disparities and inequalities • Improving educational quality • Harmonizing education and culture • International cooperation in education and policy directions in each country • For other titles published in this series, go to

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“…The book critically examines the overall interplay between globalisation, social inequality and education. It draws upon recent studies in the areas of globalisation, educational inequalities and the role of the State (Zajda, 2007;Zajda et al, 2006). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, social stratification and education.…”

Section: Prefacementioning

confidence: 99%

Comparative and Global Pedagogies

Zajda¹,

Davies²,

Majhanovich³

2008

22

0

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Book series overviewThe Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major disciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels.The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook.The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-compulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and quality in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as:• Developing new internal strategies (more comprehensive, flexible and innovative modes of learning) that take into account the changing and expanding learner needs • Overcoming 'unacceptable' socio-economic educational disparities and inequalities • Improving educational quality • Harmonizing education and culture • International cooperation in education and policy directions in each country No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.Printed on acid-free paper 9 8 7 6 5 4 3 2 1 By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research dealing with equity and access, the editors aim to provide a comprehensive picture of the intersecting and diverse discourses of globalization, education and policy-driven reforms. The impact of globalization on education policy and reforms is a strategically important issue for us all. More than ever before, there is a need to understand and analyse both the intended and the unintended effects ...

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Education and Social Justice: Issues of Liberty and Equality in the Global Culture

Cited by 30 publications

References 9 publications

Social Justice-Oriented Interaction Design

Social Justice-Oriented Interaction Design

Globalization, Education and Social Justice

Comparative and Global Pedagogies

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