Distributive Justice, Procedural Justice
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Recent papers in Distributive Justice, Procedural Justice
This paper explores how philosophical inquiry and Critical Discourse Analysis (CDA) can mutually benefit from each other to produce new methodological and reflexive directions in neo-liberal policy research to examine the phenomenon of... more
This paper explores how philosophical inquiry and Critical Discourse Analysis (CDA) can mutually benefit from each other to produce new methodological and reflexive directions in neo-liberal policy research to examine the phenomenon of ‘What is (going on here)’. Through this we argue that augmenting linguistic analysis with philosophical perspectives develops and supports CDA scholarship more broadly by accommodating the shifting complexity of social problems of ideologically driven inequality that are inbuilt through, in our case, social policy texts. In discussing philosophical-methodological issues, the paper argues for the need to continually adapt CDA to the particular data so as to remain sensitive to and avoid hegemonic tendencies in analysis. Through adopting the principles of a working methodology, we discuss a micro-meso-macro CDA framework that draws on the analytical concepts of movement, metaphorical superfluidity, thematic condensation, and surrealism to conceive of a research approach capable of examining and comprehending evolving discourses of political economies. The most immediate benefit of this framework is its capacity to illustrate how forms of valuations perpetuated by and through policy discourse are the motivational locus of meaning making insofar as they strongly inform the moral underpinning the ideology of economic growth.
- by Nadira Talib and +1
- •
- Critical Theory, Business, Business Ethics, Discourse Analysis
This paper presents detailed methods for constructing a flexible philosophical–analytical model through which to apply the analytic principles of CDA for the interpretation of metaphors across policy texts. Drawing on a theoretical... more
This paper presents detailed methods for constructing a flexible philosophical–analytical model through which to apply the analytic principles of CDA for the interpretation of metaphors across policy texts. Drawing on a theoretical framing from Foucault and the augmentation of Nietzsche’s views on valuation, we sketch a framework for examining ways in which evaluative semantic categories can be linked to sociological theories in order to bring out their relevance for the purpose of critical discourse analysis. This multi-level research framework draws upon a relationship between language analysis, the philosophical study of valuation, and political economy as a composite formulation of values through which neo-liberalism is discursively entwined and progressed through a system of principles of e/valuation.
The current approach to supervising offenders in the community has produced disappointing results in terms of reduced recidivism. In response to this, a number of scholars have turned their attention to the role that community corrections... more
The current approach to supervising offenders in the community has produced disappointing results in terms of reduced recidivism. In response to this, a number of scholars have turned their attention to the role that community corrections officers (CCOs) may play in ensuring successful community supervision. Early evaluations of CCO training have shown promising results, yet missing from this knowledge is a consideration for the legal cynicism that may be held by offenders. It may be unreasonable to expect CCOs to change the antisocial attitudes of offenders when those negative attitudes are directed toward them. The purpose of the current work, therefore, is to integrate ideas about legal cynicism into the knowledge about effective supervision to promote a more procedurally just community corrections. Our broader purpose is to encourage a more realistic understanding of the challenges of the officer-offender relationship in order to improve the efficacy of existing models of effective community supervision practice.
This paper examines the way the metaphor of diversity provides a moral basis for inequality in Singapore’s meritocratic education system. Based upon a collection of policy texts from 2002 to 2012, our analysis illustrates that the... more
This paper examines the way the metaphor of diversity provides a moral basis for inequality in Singapore’s meritocratic education system. Based upon a collection of policy texts from 2002 to 2012, our analysis illustrates that the metaphor of diversity in policy texts provides ways for systemic discrimination within the education system and that this inequality is given legitimacy as necessary through various moral discourses. The paper employs a critical discourse analysis that draws upon the relationship between language analysis, the philosophical study of valuation, and political economy as a composite formulation of values to highlight the ways in which an argument for inequality permeates policy from within a frame of meritocracy, and to analyse how changes associated with new modes of value determination serve to legitimize inequality.
1. The article questions and challenges the official meritocratic principle of ‘equal opportunities’ (Wong, 2000) in Singapore's education system. Drawing on Foucault's and Nietzsche's philosophical perspectives, there is an explicit illustration through an in-depth analysis of how inequality is inbuilt in policy report/speech.
2. Discourse builds in/tangible structures in society and greatly determines the possibilities of the now. As such, I am also arguing that it would be more difficult to 'help' any 'community' if the structural discrimination which has been deeply embedded, is not made explicit through national policies, and by this I mean an explicit illustration through an in-depth policy analysis of how inequality is inbuilt in Singapore's education policies. It may be through this that discriminatory structures could be substantially challenged.
An initial analysis of the original 1979 policy on primary school streaming which I conducted illustrates how dichotomous (arbitrary) categorization of pupils, i.e. 'slow' and 'fast' learners legitimates and sustains increasing institutional/structural access (over the years terms like 'talents' have been employed in policy discourse), of who gets privileged knowledge access. Through this, I also ask then to what ends do forms of 'categorization' or conventional designation entail? By this, given that categorization legitimizes structural access, my question is, what is 'Malay/Muslim community' and how is this categorization necessary?
3. Even though the analysis in the article was based on Singapore's education system, it provides possible ways of understanding how inequality is continuously being inbuilt through policies on the basis of the ideology that economic growth is the (only) way forward. A way to critique this ideology is to expose its underlying assumptions. I believe the findings have much resonance with the widening inequality across many developed nations, as Singapore's policies have parallels with that of the U.K., U.S., and international organizations such as the World Bank.
4. Economically considered, the transliteration of meritocratic discourse into the metaphor of diversity pinpoints how the appeal of development for all necessarily also demands the advance of inequity for the sake of the whole, i.e. advancing the 'growth with inequity' principle.
5. The analysis highlights that value judgments are continually at work in the policy discourse and that despite the strong discourse of meritocracy that the Singapore education system promotes, it is argued that it is in the interests of the Singapore people that 'talents' should get privileged access to knowledge as it is through this that more 'opportunities' for the rest of the population are created. The findings demonstrate that although the underlying assumptions of this 'logic' that has been constructed in policies are unsubstantiated, the logic is continuously legitimated through forms of e/valuations.
This article has been featured in websites such as: http://www.sciencedaily.com/releases/2015/04/150428105815.htm
http://www.eurasiareview.com/28042015-what-is-value-of-inequality-within-singapores-education-system/
1. The article questions and challenges the official meritocratic principle of ‘equal opportunities’ (Wong, 2000) in Singapore's education system. Drawing on Foucault's and Nietzsche's philosophical perspectives, there is an explicit illustration through an in-depth analysis of how inequality is inbuilt in policy report/speech.
2. Discourse builds in/tangible structures in society and greatly determines the possibilities of the now. As such, I am also arguing that it would be more difficult to 'help' any 'community' if the structural discrimination which has been deeply embedded, is not made explicit through national policies, and by this I mean an explicit illustration through an in-depth policy analysis of how inequality is inbuilt in Singapore's education policies. It may be through this that discriminatory structures could be substantially challenged.
An initial analysis of the original 1979 policy on primary school streaming which I conducted illustrates how dichotomous (arbitrary) categorization of pupils, i.e. 'slow' and 'fast' learners legitimates and sustains increasing institutional/structural access (over the years terms like 'talents' have been employed in policy discourse), of who gets privileged knowledge access. Through this, I also ask then to what ends do forms of 'categorization' or conventional designation entail? By this, given that categorization legitimizes structural access, my question is, what is 'Malay/Muslim community' and how is this categorization necessary?
3. Even though the analysis in the article was based on Singapore's education system, it provides possible ways of understanding how inequality is continuously being inbuilt through policies on the basis of the ideology that economic growth is the (only) way forward. A way to critique this ideology is to expose its underlying assumptions. I believe the findings have much resonance with the widening inequality across many developed nations, as Singapore's policies have parallels with that of the U.K., U.S., and international organizations such as the World Bank.
4. Economically considered, the transliteration of meritocratic discourse into the metaphor of diversity pinpoints how the appeal of development for all necessarily also demands the advance of inequity for the sake of the whole, i.e. advancing the 'growth with inequity' principle.
5. The analysis highlights that value judgments are continually at work in the policy discourse and that despite the strong discourse of meritocracy that the Singapore education system promotes, it is argued that it is in the interests of the Singapore people that 'talents' should get privileged access to knowledge as it is through this that more 'opportunities' for the rest of the population are created. The findings demonstrate that although the underlying assumptions of this 'logic' that has been constructed in policies are unsubstantiated, the logic is continuously legitimated through forms of e/valuations.
This article has been featured in websites such as: http://www.sciencedaily.com/releases/2015/04/150428105815.htm
http://www.eurasiareview.com/28042015-what-is-value-of-inequality-within-singapores-education-system/
The idea of equality features in a number of competing accounts of the demands of justice, and does so in a variety of different ways. In what follows here I first examine the background role of a formal idea of equality in all plausible... more
The idea of equality features in a number of competing accounts of the demands of justice, and does so in a variety of different ways. In what follows here I first examine the background role of a formal idea of equality in all plausible accounts of justice, before then moving on to describe the place of a more substantive idea of equality in the best known and most influential account of justice, that of John Rawls. I then consider a number of post-Rawlsian accounts of the place of equality as an ideal of justice, including an examination of the " equality of resources " view of Ronald Dworkin, and the " luck egalitarianism " of Richard Arneson and G. A. Cohen, before discussing the contrast between 'distributive' and 'social' (or 'relational') approaches to equality.
Book Review of Allocating the Earth, Oxford University Press, 2014
Part of a symposium on John Rawls: Reticent Socialist by William Edmundson . In Edmundson’s account, pure procedural justice functions as a kind of limit to Rawls’s socialism, the point at which a socialist can find common ground with a... more
Part of a symposium on John Rawls: Reticent Socialist by William Edmundson . In Edmundson’s account, pure procedural justice functions as a kind of limit to Rawls’s socialism, the point at which a socialist can find common ground with a critic of government and a defender of free markets like Hayek. Though I agree with much of what Edmundson says, I want to urge a reading of pure procedural justice that would bring Rawls more in line with Marx and further from Hayek.
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