Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to "With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship"

Autor/inn/en	Gaztambide-Fernandez, Ruben A.; Howard, Adam
Titel	Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to "With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship"
Quelle	In: Democracy & Education, 21 (2013) 1, Artikel 7 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Stellungnahme; Advantaged; Moral Values; Thinking Skills; Persuasive Discourse; Defense Mechanisms; Social Justice; Student Attitudes; Private Schools; Ethics; Student Motivation; Service Learning; Self Advocacy; Self Concept; Positive Attitudes; Economically Disadvantaged; Role; Social Status; Classification; Social Reinforcement; Transformative Learning; Social Change; Activism; Theory Practice Relationship; Reflection; Reputation + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Abwehrverhalten; Soziale Gerechtigkeit; Schülerverhalten; Private school; Privatschule; Ethik; Schulische Motivation; Service-Learning; Selbstbehauptung; Selbstkonzept; Rollen; Sozialer Status; Classification system; Klassifikation; Klassifikationssystem; Pädagogische Transformation; Sozialer Wandel; Aktivismus; Politischer Protest; Theorie-Praxis-Beziehung
Abstract	Faced with the facts of economic inequality, the wealthy are confronted with a particular set of moral, social, and political questions, not least of which is the question of how to preserve a sense of being a "good" human being. In the case of justifying privilege, the problem becomes how to position oneself as being uniquely able to enact a superior moral character. In this response to Swalwell's article, we argue that her data show how being good and having moral standing is a social outcome that is premised on the unequally distributed ability to do certain things, to enact certain roles, and to mobilize particular discourses. Swalwell demonstrated the complicated ways in which privileged students understand what it means to have a commitment to social justice, and her analysis raises questions about the possibility of as well as the potential for educating students with economic privilege toward social justice commitments. In this response we highlight the important symbolic role that economically disadvantaged groups play in the imaginary of students who attend elite private schools and what this illustrates about the ways in which they are complicit in sustaining social inequality. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10