Seeking the Common Good in Education Through a Positive Conception of Social Justice

Abstract

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Virtues, values and the fracturing of civic and moral virtue in citizenship education policy in England

“…The shift involved is a significant one so far as conceptualising what it means to be a citizen in the UK today means and, in turn, in mediating the shape and direction of education in forming informed, responsible and active citizens. Various features of life in contemporary Britain involve some form or other of relationship between the moral and the civic, and it would be difficult to envisage how young people (or indeed citizens more generally) might actually engage in discussing and working with others in order to address matters of concern to themselves and their communities, including addressing social injustices without both moral and civic virtues (Arthur, Kristjánsson, and Vogler, 2021). Indeed, the current UK context demands attention is paid to both the moral and political dimensions of persistent injustices that pervade communities, marginalise groups, and render problematic the fostering of stable and cohesive communities.…”

‘You just need to work harder’: Misalignments between the rhetoric of social mobility and education for social justice

“…It is evident that there is an important need for clarity about conceptions of social justice and its relationship with social mobility (Arthur et al, 2021) and as our view of social justice is rooted in a constructive view of human flourishing and a better society, we are drawn to a definition of the concept of social justice as ‘targeting the ideal of giving each person her due in the sense of facilitating each person’s actualisation of her capacities for a flourishing life, all within the context of the common good’ (Arthur et al, 2021:107). The idea of the common good, which suggests the link between social justice and social relationships, provides an important demarcation with current conceptions of social mobility.…”