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  1. Affective injustice and fundamental affective goods.Francisco Gallegos - 2021 - Journal of Social Philosophy 53 (2):185-201.
    Although previous treatments of affective injustice have identified some particular types of affective injustice, the general concept of affective injustice remains unclear. This article proposes a novel articulation of this general concept, according to which affective injustice is defined as a state in which individuals or groups are deprived of “affective goods” which are owed to them. On this basis, I sketch an approach to the philosophical investigation of affective injustice that begins by establishing which affective goods are fundamental, and (...)
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  • COVID-19 Highlighting Inequalities in Access to Healthcare in England: A Case Study of Ethnic Minority and Migrant Women.Sabrina Germain & Adrienne Yong - 2020 - Feminist Legal Studies 28 (3):301-310.
    Our commentary aims to show that the COVID-19 pandemic has amplified existing barriers to healthcare in England for ethnic minority and migrant women. We expose how the pandemic has affected the allocation of healthcare resources leading to the prioritisation of COVID-19 patients and suspending the equal access to healthcare services approach. We argue that we must look beyond this disruption in provision by examining existing barriers to access that have been amplified by the pandemic in order to understand the poorer (...)
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  • Thinking citizenship as a cultural mythology? Contemporary good citizenship discourses at the heart of K-12 curriculum in Canada.Juhwan Kim - 2023 - Educational Philosophy and Theory 55 (4):483-495.
    Following the keen interests in citizenship education across the fields of education, this study delves into the ways in which we conceptualize good citizenship. To do so, I focus on two theoretical concepts (i.e., imaginary and cultural mythology) and the provincial level of education policy(ies) and the K-12 curriculum contexts in Canada. Based on my theoretical ground and critical discourse analysis of the un/official documents for Alberta education, I indicate diversity as one crucial element of a cultural mythology: it, as (...)
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