Literaturnachweis - Detailanzeige
Autor/in | Smith, Spencer J. |
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Titel | Adding a Register of Relational Justice: A Fuller Picture of the Debate around No-Excuses Schools |
Quelle | In: Studies in Philosophy and Education, 41 (2022) 3, S.287-305 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Smith, Spencer J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0039-3746 |
DOI | 10.1007/s11217-022-09815-x |
Schlagwörter | Zero Tolerance Policy; Charter Schools; Justice; Achievement Gap; Racial Differences; Academic Achievement; Discourse Analysis |
Abstract | Most studies of No-Excuses charter schools are distributive in nature. They answer a question of distributive justice: do these schools adequately close the academic achievement gap that exists in America between white and Black or Hispanic students? When discussion of No-Excuses schools is limited to their distributive worth, critics of No-Excuses schools are trapped. Are they really against high academic achievement, supporters of No-Excuses schools might say. This analysis seeks to escape this trap by proposing and doing an analysis of No-Excuses schools using relational justice. A turn to relational justice recognizes other educational goods schools might deliver to their students. By focusing on relational justice, the author moves the debate over No-Excuses schools into a register in which both their supporters and their opponents can work toward common aims. The author uses Anthony Laden's relational justice to analyze No-Excuses discourse and practice and then offers recommendations to both No-Excuses schools and education theorists. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |