‘Won’t Somebody<i>Think</i>of the Children?’ Emotions, child poverty, and post-humanitarian possibilities for social justice education

Jackson, Liz

doi:10.1080/00131857.2014.931430

Cited by 21 publications

(7 citation statements)

References 15 publications

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“…They may alternatively develop an unbalanced sense of compassion, toward peers similar to themselves, rather than those who suffer more serious tragedy (Nussbaum, 2001). Their responses and efforts toward enhancing social justice may be tainted with an unconscious sense of superiority, paternalism, and/or ethnocentrism, if they focus only on relative advantage and its (so-called) blessings, developing a view of others as deficient which is oversimplified and reinscribes inequitable relations and attitudes (Jackson, 2014a). I can be grateful to have a good job, and reflect from this gratitude, to improve life for others, helping job seekers and underemployed colleagues.…”

Section: Gratitude Gratitude Everywherementioning

confidence: 99%

Why should I be grateful? The morality of gratitude in contexts marked by injustice

Jackson

2016

Journal of Moral Education

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In philosophical and psychological literature, gratitude has normally been promoted as beneficial to oneself and others and as morally good. Being grateful for what you have is conceived as virtuous, while acts expressing gratefulness to those who have benefited you is often regarded as morally praiseworthy, if not morally expected. However, critical interrogations of the moral status of gratitude should also frame the possible cultivation of gratitude in moral education. This essay focuses on whether gratitude should be regarded as morally ideal, praiseworthy, or expected in contexts marked by social inequity and injustice. It considers competing articulations of gratitude in philosophical and psychological research and how gratitude can be conceived in some cases as praiseworthy and in others as potentially problematic. Finally it considers the implications of a multipronged view of gratitude for teaching for and about gratitude in social justice education.

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Section: Gratitude Gratitude Everywherementioning

confidence: 99%

Why should I be grateful? The morality of gratitude in contexts marked by injustice

Jackson

2016

Journal of Moral Education

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“…The difficult question of how to effectively respond to and acknowledge all voices that have (or have not) spoken in the circle is a missing piece in the development and implementation of restorative circle pedagogies in classrooms. When facilitators make a point to acknowledge someone's story, for instance, their experience living in oppressive or violent conflict situations, the facilitator is thereby choosing to encourage students' moral development, by demonstrating how to empathise with others who share traumatic experiences (Jackson, 2014;Zembylas, 2007). For instance, in one circle, when one student shared that her friend had died, the person beside her said, 'I'm sorry that happened to you' when the talking piece was first passed to her, before sharing her own response to the facilitator's question.…”

Section: Discussionmentioning

confidence: 99%

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

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“…Without addressing directly either the character education perspective or Saito's discussion (both of which extol the relevance of emotions to justice), Liz Jackson complicates the reliance on emotions and singles out "tensions between discourses of emotional care and compassion and rational duty to social justice" [52] (p. 1069). Then again, rational duty is articulated through rational discourses whose rational practices, as Mark Weinstein argues, have their own failings such as the disregard of some injustices [53] (p. 378).…”

Section: Postmodern Multiple 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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‘Won’t SomebodyThinkof the Children?’ Emotions, child poverty, and post-humanitarian possibilities for social justice education

Cited by 21 publications

References 15 publications

Why should I be grateful? The morality of gratitude in contexts marked by injustice

Why should I be grateful? The morality of gratitude in contexts marked by injustice

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

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

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