Critical Inquiry, Truth-Telling, and the Good: Problematization and Reconstruction for a Socially Just Education

Autor/inn/en	Pickup, Austin; Kuntz, Aaron M.
Titel	Critical Inquiry, Truth-Telling, and the Good: Problematization and Reconstruction for a Socially Just Education
Quelle	In: Critical Questions in Education, 8 (2017) 2, S.75-81 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Ethics; Social Justice; Critical Theory; Inquiry; Community Involvement; Pragmatics; Genealogy + Suchen Sie Ihr Suchwort? Ethik; Soziale Gerechtigkeit; Kritische Theorie; Pragmalinguistik; Ahnenforschung; Genealogie
Abstract	This article extends the discussion of critical methodologies in education, arguing that critical work must exhibit both an explicit orientation toward truth and social justice and an engagement with how theoretical considerations of the good connect to material practices. More specifically, we center Colin Koopman's notion of genealogical pragmatism to suggest that critical work must focus on both problematization and reconstruction of the often dire circumstances that characterize our contemporary moment in education. We use this philosophical discussion as an introduction to the articles comprising this special issue on critical inquiry. (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01