Love and social justice in learning for sustainability

Griffiths, Morwenna; Murray, Rosa

doi:10.1080/17449642.2016.1272177

Cited by 15 publications

(9 citation statements)

References 30 publications

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“…At any rate, more recently, Griffiths canvasses issues of social justice by critically discussing how "Rousseau and Wollstonecraft wanted education to produce social justice in the future" and benefit students in the present [35] (p. 339). Or, in collaboration with Rosa Murray, Griffiths engages posthumanist perspectives on social and global justice to "propose a phenomenological approach to ethics and justice" inclusive of "human and more-than-human parts of the world" [36] (p. 39).…”

Section: Social Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

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Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice.

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Section: Social Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

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“…Related to this, further research might also investigate the suggestion that in addition to unstructured play in nature, children need opportunities to participate in re-making the world, on the basis of the understanding that they are a part of-rather than separate fromthat world [16], as well as experiences that extend their caring beyond their individual interests and concerns [4], which is where social justice begins [16]. The review at hand, on the contrary, suggests nature play was affording opportunities for children to demonstrate caring and collaborative helping behaviors; children's display of empathy and a sense of compassion, concern, and responsibility for others suggests they already were participating in re-making the world through interactions that furthered a sense of community and belonging that extended beyond their individual interests.…”

Section: Implications For Researchmentioning

confidence: 99%

Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review

et al. 2021

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Nature play with young children has been criticized for lacking the transformative power necessary for meaningfully contributing to sustainability issues. The purpose of this systematic review was to identify outcomes associated with young children’s nature play that align with Education for Sustainability outcomes, toward addressing the question of its contribution to a more sustainable future. A total of 272 citation records were screened using eligibility and quality appraisal criteria, resulting in 32 studies that were reviewed. These studies’ outcomes were coded and then mapped to an education for sustainability framework. Results suggest that nature play supports education for sustainability benchmarks of applied knowledge, dispositions, skills, and applications. The multiple and varied relevant outcomes associated with nature play suggest practitioners should not abandon nature play in the pursuit of sustainability. Implications for practice and further research are discussed.

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“…Practising PwC may support a consideration that moves away from the notion of the good life as purely subjective, as right for an individual (Fenner, 2007), to one that is a shared vision for wider society. Jónsdóttir (2015) and Griffiths and Murray (2017) question how humans should live well in the world. They understand 'world' by seeing humans and more-than-human elements in-relation, and clearly articulate the relationship we have with others and the physical world.…”

Section: Philosophy With Childrenmentioning

confidence: 99%

Philosophy with Children as and for Moral Education

Cassidy

2021

Kindheit – Bildung – Erziehung. Philosophische Perspektiven

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With his leer of sympathy he [Mr. Forbes, the teacher] contemplated the small, smiling, incommunicable, deprived morsel of humanity beside him. Curdie's smile was notorious: other teachers called it sly and insolent; it was, they said, the smile of the certified delinquent, of misanthropy in bud, of future criminality, of inevitable degradation. Forbes refused to accept it as such; to him it indicated that this slum child, born so intelligent, was not only acknowledging the contempt and ridicule which his dress and his whole economic situation must incur, but was also making his own assessment of those who contemned and ridiculed. The result was not a vicious snarl, but this haunting and courageous smile. It was possible, it was likely, that the boy would ultimately become debased. Who would not, born and bred in Donaldson's Court, one of the worst slums in one of the worst slum districts in Europe? There rats drank at kitchen sinks, drunkards jabbed at each other's faces with broken bottles, prostitutes carried on their business on stairheads, and policemen dreaded to enter. Most children brought up there were either depraved or protected by impenetrable stupidity (Jenkins, 1989, p.2).Here, in the beginning of Robin Jenkins' book The Changeling, we see various versions of 'the child'.The child, latent with badness, ordained to be worthless. The child with intelligence, stymied by circumstance. The child, as observer, as cynic, looking at the world with wisdom beyond his years; the puer senex (Cunningham, 2006). The child both as victim and not. The child, with potential; potential to overcome the context in which he finds himself. And it is the adult, Mr. Forbes, the boy's teacher, who sees this potential, who sees an opportunity to rescue the boy Tom Curdie from his surroundings and to preserve a childhood innocence he thinks is there. Mr. Forbes, in the remainder of the book, sets out to do just that. He seeks to lift Curdie from the sanctuary of what he knows by taking him on holiday with his middle-class family to the countryside where innocence and childhood can blossom. As Forbes sadly discovers, any innocence that was once there cannot be recovered and is ultimately lost in the final and tragic scenes where Curdie, recognising his own lack of childhood innocence or that what awaits him in adulthood is far from desirable, takes extreme action to avoid fulfilling the potential Forbes may have recognised in and for him. This sense of the child as potential is one that pervades the academic literature in the field of childhood studies and philosophy of childhood (Jenks, 1996; Hallett & Prout, 2003;James & James, 2004;Cook, 2009;Alderson, 2013;Murris, 2013). Stables (2008) draws our attention to this sense of potential, or becoming, as one of the three ways in which we think about childhood. He suggests we define children biologically, or by their age, such as in the United Nations Convention on the Rights of the Child (United Nations, 1989), where one is considered a child if under the age of eighteen. The th...

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Love and social justice in learning for sustainability

Cited by 15 publications

References 30 publications

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review

Philosophy with Children as and for Moral Education

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