Adding a Register of Relational Justice: A Fuller Picture of the Debate around No-Excuses Schools

Autor/in	Smith, Spencer J.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Gerechtigkeit; Rassenunterschied; Schulleistung; Diskursanalyse
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).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01