I am a philosopher-theorist-researcher working on a variety of issues having social and political relevance. Much of my work falls within the domain of applied ethics. I specialize in any of the following: the various features of educational inequality, both institutional and non-institutional; state paternalism and the ethics of intervention; the politics and epistemology of academic research; the ethics of school choice and school segregation; citizenship and civic education; religion and religious schools; critical history; and alternative education in its manifold forms.
There is a loud and persistent drum beat of support for schools, for citizenship, for diversity a... more There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice.
The European Convention on Human Rights guarantees freedom of education, including the opportunit... more The European Convention on Human Rights guarantees freedom of education, including the opportunities to create and operate faith-based schools. However, as European societies become more religiously diverse and ‘less religious’ at the same time, the role of faith-based schools is increasingly being contested. Serious tensions have emerged between those who ardently support religious schools in their various forms, and those who oppose them. Given that faith-based schools enjoy basic constitutional guarantees in Europe, the controversy around them often surrounds issues of public financing, degrees of organisational and pedagogical autonomy, and educational practices and management.
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
In this book I argue that school integration is not a proxy for educational justice. I demonstra... more In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of Voluntary Separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I defend is not opposed to integration but rather is a justified response to the daily experience of frustration and disappointment with a system that has failed members of marginalized groups for too long. I argue that most voluntary separation experiments in education, far from being motivated by a sense of racial, cultural or religious exclusion, are in fact driven among other things by a desire for a quality education, not to mention community membership and self respect. As such, voluntary separation represents a morally robust pragmatic strategy that is able to answer liberal challenges concerning involuntary stratification, ethnocentrism and democratic deliberation.
This volume represents a rich multi-disciplinary contribution to an expanding literature on citiz... more This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong. Contributions include Tariq Modood, Andrew March, Charlene Tan, Yedullah Kazmi, Lucas Swaine, Rosnani Hashim, Matthew Nelson, Ahmet Kuru and Robert Hefner.
In this book I offer a critical, comparative and empirically-informed defense of Islamic schools ... more In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the very different empirical situation in the Netherlands, Belgium and the United States. I examine in detail notions of cultural identity and cultural coherence, the scope of parental authority v. a child's interests, as well as the state's hypothetical role in regulating religious schools.
In this article, I examine a case involving an equity-minded parent caught in a quandary about wh... more In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among 'friends', where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives-but also their school choices-actually matter if the inequitable outcomes seem to remain unchanged.
Strategies for tackling educational inequality take many forms, though perhaps the argument most ... more Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration.
Public libraries are more than information providers; they increasingly serve as key social infra... more Public libraries are more than information providers; they increasingly serve as key social infrastructures. Financial pressures, decreasing membership and digitalisation require libraries to reinvent themselves as primarily spaces of an encounter. This paper focuses on the retooling of small public libraries in the Netherlands as social infrastructure and the formal and informal library practices (‘infrastructuring’) that are required for the library to function as space of encounter. The paper reports on an in-depth, single-case study based on 15 years of volunteering, participant observations, repeated interviews with staff and informal conversations with patrons. By examining the multi-purposed features of a single site, we illustrate how the library, as an exemplary public space, is being retooled by both staff and patrons. While encounters mostly seem to occur within rather than between groups, there are many meaningful acts of kindness between different people. Though the library is undeniably a social infrastructure, the paper also shows how difficult it is to document, let alone practice this social function.
There are many things that can be done to educate young people about controversial topics - inclu... more There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider.
In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the ma... more In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
When are we morally obligated as a society to help the homeless, and is coercive interference jus... more When are we morally obligated as a society to help the homeless, and is coercive interference justified when help is not asked for, even refused? To answer this question, we propose a comprehensive taxonomy of different types of homelessness and argue that different levels of autonomy allow for interventions with varying degrees of pressure to accept help. There are only two categories, however, where paternalism proper is allowed, be it heavily qualified. The first case is the homeless person with severely diminished autonomy as a result of mental illness, and the second case is the homeless person who runs a risk of serious and imminent harm to self. In the first case, namely, that of soft paternalism, we argue that coercive intervention in the case of a refusal to accept help should be focused on the provision of housing that meets basic needs—needs that we outline in the article. In the case of imminent and severe harm to self, the case of hard paternalism, we argue that forced intervention can only be allowed if it is temporary and local, namely focused on getting someone out of harm's way.
In this paper we examine the role the Dutch gymnasium continues to play in the institutional main... more In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social class background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalize the necessity of its existence.
Encyclopedia of Educational Philosophy and Theory, 2018
Taking equality seriously means that we ought to consider the ways in which persons are not only ... more Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be undesirable both for reasons having to do with individual liberty as well as social need.
Critical Review of International Social and Political Philosophy, 2012
In this paper I argue that self-respect constitutes an important value, and further, serves as an... more In this paper I argue that self-respect constitutes an important value, and further, serves as an important basis for equality. I also argue that under conditions of inequality-producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self respect. Accordingly, I defend a prima facie case of voluntary separation for stigmatized minorities when equality – as equal status and treatment – is not an option under either the terms of integration or involuntary segregation.
In this article I examine two basic questions: first, what constitutes a gifted person, and secon... more In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children.
In this essay I ask what educational justice might require for children with autism in educationa... more In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal.
In this article we delineate, describe, and defend what we believe are the essential features of ... more In this article we delineate, describe, and defend what we believe are the essential features of selection and also why we need to pay equal attention to both the outcomes and the processes leading to those outcomes. Provided the selection is motivated and guided by the right reasons, as well as appropriately monitored, we argue that selection can be equity promoting.
Whilst media and political rhetoric in Britain is sceptical and often outright damning of the (pr... more Whilst media and political rhetoric in Britain is sceptical and often outright damning of the (presumed) morals and behaviours of the White marginalized poor, our aim is to explore the conditions under which successful communities are nevertheless built. Specifically, we examine the features of community and stress its importance both for belonging and bonding around shared norms and practices and for fostering the necessary bridging essential for interacting and cooperating with others. In considering what it means to foster a community that acts as a breakwater against the tides of stigma or disadvantage, we pay special attention to what we will call enabling conditions – essential features that communities either can or should be able to provide or that exist independent of communities and are indispensable for accessing opportunities in the wider society. We detail the dynamics of White poverty and exclusion before turning our attention to possible responses to these challenges.
The history of Roma participation in European education is dismal, a history of violence and eras... more The history of Roma participation in European education is dismal, a history of violence and erasure. As the European Union (EU) expands, garnering to itself Europe’s 8–10 million Roma, the “Gypsy problem” becomes increasingly important, bearing symbolically, and in real social and economic terms, on EU promises of democratic governance and equal opportunity. Until the Soviet period, the formal schooling of Roma children was rarely part of anyone’s conversation, but in the “New Europe,” bound by a commitment to inclusion, this historical state of affairs is ending, however slowly and however unwelcome. This article examines how the “discourse moment” constituted by the Czech court decision 'D.H. and Others' might affect the future of schooling for Roma youth.
There is a loud and persistent drum beat of support for schools, for citizenship, for diversity a... more There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice.
The European Convention on Human Rights guarantees freedom of education, including the opportunit... more The European Convention on Human Rights guarantees freedom of education, including the opportunities to create and operate faith-based schools. However, as European societies become more religiously diverse and ‘less religious’ at the same time, the role of faith-based schools is increasingly being contested. Serious tensions have emerged between those who ardently support religious schools in their various forms, and those who oppose them. Given that faith-based schools enjoy basic constitutional guarantees in Europe, the controversy around them often surrounds issues of public financing, degrees of organisational and pedagogical autonomy, and educational practices and management.
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
In this book I argue that school integration is not a proxy for educational justice. I demonstra... more In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of Voluntary Separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I defend is not opposed to integration but rather is a justified response to the daily experience of frustration and disappointment with a system that has failed members of marginalized groups for too long. I argue that most voluntary separation experiments in education, far from being motivated by a sense of racial, cultural or religious exclusion, are in fact driven among other things by a desire for a quality education, not to mention community membership and self respect. As such, voluntary separation represents a morally robust pragmatic strategy that is able to answer liberal challenges concerning involuntary stratification, ethnocentrism and democratic deliberation.
This volume represents a rich multi-disciplinary contribution to an expanding literature on citiz... more This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong. Contributions include Tariq Modood, Andrew March, Charlene Tan, Yedullah Kazmi, Lucas Swaine, Rosnani Hashim, Matthew Nelson, Ahmet Kuru and Robert Hefner.
In this book I offer a critical, comparative and empirically-informed defense of Islamic schools ... more In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the very different empirical situation in the Netherlands, Belgium and the United States. I examine in detail notions of cultural identity and cultural coherence, the scope of parental authority v. a child's interests, as well as the state's hypothetical role in regulating religious schools.
In this article, I examine a case involving an equity-minded parent caught in a quandary about wh... more In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among 'friends', where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives-but also their school choices-actually matter if the inequitable outcomes seem to remain unchanged.
Strategies for tackling educational inequality take many forms, though perhaps the argument most ... more Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration.
Public libraries are more than information providers; they increasingly serve as key social infra... more Public libraries are more than information providers; they increasingly serve as key social infrastructures. Financial pressures, decreasing membership and digitalisation require libraries to reinvent themselves as primarily spaces of an encounter. This paper focuses on the retooling of small public libraries in the Netherlands as social infrastructure and the formal and informal library practices (‘infrastructuring’) that are required for the library to function as space of encounter. The paper reports on an in-depth, single-case study based on 15 years of volunteering, participant observations, repeated interviews with staff and informal conversations with patrons. By examining the multi-purposed features of a single site, we illustrate how the library, as an exemplary public space, is being retooled by both staff and patrons. While encounters mostly seem to occur within rather than between groups, there are many meaningful acts of kindness between different people. Though the library is undeniably a social infrastructure, the paper also shows how difficult it is to document, let alone practice this social function.
There are many things that can be done to educate young people about controversial topics - inclu... more There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider.
In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the ma... more In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
When are we morally obligated as a society to help the homeless, and is coercive interference jus... more When are we morally obligated as a society to help the homeless, and is coercive interference justified when help is not asked for, even refused? To answer this question, we propose a comprehensive taxonomy of different types of homelessness and argue that different levels of autonomy allow for interventions with varying degrees of pressure to accept help. There are only two categories, however, where paternalism proper is allowed, be it heavily qualified. The first case is the homeless person with severely diminished autonomy as a result of mental illness, and the second case is the homeless person who runs a risk of serious and imminent harm to self. In the first case, namely, that of soft paternalism, we argue that coercive intervention in the case of a refusal to accept help should be focused on the provision of housing that meets basic needs—needs that we outline in the article. In the case of imminent and severe harm to self, the case of hard paternalism, we argue that forced intervention can only be allowed if it is temporary and local, namely focused on getting someone out of harm's way.
In this paper we examine the role the Dutch gymnasium continues to play in the institutional main... more In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social class background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalize the necessity of its existence.
Encyclopedia of Educational Philosophy and Theory, 2018
Taking equality seriously means that we ought to consider the ways in which persons are not only ... more Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be undesirable both for reasons having to do with individual liberty as well as social need.
Critical Review of International Social and Political Philosophy, 2012
In this paper I argue that self-respect constitutes an important value, and further, serves as an... more In this paper I argue that self-respect constitutes an important value, and further, serves as an important basis for equality. I also argue that under conditions of inequality-producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self respect. Accordingly, I defend a prima facie case of voluntary separation for stigmatized minorities when equality – as equal status and treatment – is not an option under either the terms of integration or involuntary segregation.
In this article I examine two basic questions: first, what constitutes a gifted person, and secon... more In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied educational justice if they fail to receive an education that adequately challenges them. I further argue that an adequately challenging education is essential to human flourishing, but that most children can be adequately challenged in schools in ways that promote flourishing without doing so at the expense of other children.
In this essay I ask what educational justice might require for children with autism in educationa... more In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal.
In this article we delineate, describe, and defend what we believe are the essential features of ... more In this article we delineate, describe, and defend what we believe are the essential features of selection and also why we need to pay equal attention to both the outcomes and the processes leading to those outcomes. Provided the selection is motivated and guided by the right reasons, as well as appropriately monitored, we argue that selection can be equity promoting.
Whilst media and political rhetoric in Britain is sceptical and often outright damning of the (pr... more Whilst media and political rhetoric in Britain is sceptical and often outright damning of the (presumed) morals and behaviours of the White marginalized poor, our aim is to explore the conditions under which successful communities are nevertheless built. Specifically, we examine the features of community and stress its importance both for belonging and bonding around shared norms and practices and for fostering the necessary bridging essential for interacting and cooperating with others. In considering what it means to foster a community that acts as a breakwater against the tides of stigma or disadvantage, we pay special attention to what we will call enabling conditions – essential features that communities either can or should be able to provide or that exist independent of communities and are indispensable for accessing opportunities in the wider society. We detail the dynamics of White poverty and exclusion before turning our attention to possible responses to these challenges.
The history of Roma participation in European education is dismal, a history of violence and eras... more The history of Roma participation in European education is dismal, a history of violence and erasure. As the European Union (EU) expands, garnering to itself Europe’s 8–10 million Roma, the “Gypsy problem” becomes increasingly important, bearing symbolically, and in real social and economic terms, on EU promises of democratic governance and equal opportunity. Until the Soviet period, the formal schooling of Roma children was rarely part of anyone’s conversation, but in the “New Europe,” bound by a commitment to inclusion, this historical state of affairs is ending, however slowly and however unwelcome. This article examines how the “discourse moment” constituted by the Czech court decision 'D.H. and Others' might affect the future of schooling for Roma youth.
International Handbook of Migration, Minorities and Education, 2012
With the accession of Romania and Bulgaria to the EU in 2007, the total population of Roma living... more With the accession of Romania and Bulgaria to the EU in 2007, the total population of Roma living in the EU rose to above 7 million, making the Rom in many respects the 28th member nation, albeit a dispersed, territoryless nation with glaring deficits of self-governance and sovereignty. The purpose of this chapter will be to explore the opportunities for learning available to Romani youth in a specific national context. With Greece as our case study, we address the question of learning for Greek Romani youth through the psychosocial construct of stigmatization.
In this article I examine how Belgian “concentration” schools, schools with heavy concentrations ... more In this article I examine how Belgian “concentration” schools, schools with heavy concentrations of non–European Union, typically Muslim, immigrants, challenge educators and policy makers. To situate this challenge properly, I will consider the broader Belgian social and political context, including regional governmental responses to the perceived “problem” of concentration schools, the role of parental involvement, and the expectations of teachers. These considerations will clarify the structural arrangements that exist prior to any assessment of Muslim children per se.
African-centered pedagogy aims to cultivate a positive and productive culturally based identity f... more African-centered pedagogy aims to cultivate a positive and productive culturally based identity for Black children, and African-centered schools endeavor to supply that cultural base, placing the history, culture, and life experiences of individuals of African descent at the center of everything that they do. Our study examines the historical contexts in which African-centered education has emerged and the justification for racially separate schooling. The article’s major contribution is its examination of whether African-centered schools prepare Black children to participate in a democratic society and whether the construction of an essentialist racial identity might compromise their mission and success. We conclude that African-centered schools provide many of the same strengths found in other forms of community-based education but that they must continue to wrestle with essentialist notions of Black identity on which its discourse is built.
In this essay I question the liberal faith in the efficacy and morality of citizenship education ... more In this essay I question the liberal faith in the efficacy and morality of citizenship education (CE) as it has been traditionally (and is still)practiced in most public state schools. In challenging institutionalized faith in CE, I also challenge liberal understandings of what it means to be a citizen, and how the social and political world of citizens is constituted. I interrogate CE as defended in the liberal tradition, with particular attention to Gutmann’s ‘conscious social reproduction’. I argue that CE in practice does not operate on the bases of non-repression or non-discrimination, and has weak claims for legitimacy. In fact, CE in many forms reproduces social inequalities, and contributes to the expulsion of disadvantaged students from schools and from the ranks of recognized citizens.
In order for democratic deliberative interactions in educational settings to fruitfully occur, ce... more In order for democratic deliberative interactions in educational settings to fruitfully occur, certain favorable conditions must obtain. In this chapter I chiefly concern myself with one of these putative conditions, namely that of school integration, believed by many liberal scholars to be necessary for consensus-building and legitimate decision-making. I provide a critical assessment of the belief that integration is a necessary facilitative condition for democratic deliberation in the classroom. I demonstrate that liberal versions of democratic deliberation predicated on this condition are puzzlingly inattentive both to the inevitability of segregation, as well as the inequities occasioned by 'school integration'. I then move to probe the possibilities for democratic education in the absence of integration. I argue that neither the possibilities for deliberation nor the cultivation of civic virtue turn on an environment being 'integrated'. Indeed some kinds of segregation may be more conducive to fostering both deliberation and civic virtue.
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This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.