Social Justice, Democratic Education and the Silencing of Words that Wound

Journal of Moral Education 32 (2):151-162 (2003)
Download Edit this record How to cite View on PhilPapers
Classrooms and schools represent a "culture of power" to the extent that they mirror unjust social relations that exist in the larger society. Progressive educators committed to social justice seek to disrupt those social relations in the classroom that function to silence marginalised students, but neutralising those who attempt to reassert power is problematic. This paper investigates the questions: is it ever justified to use power to interrupt power? Does all silencing subjugate? Arguments for and against the censorship of teachers who believe that portraying homosexual lifestyles in a positive light undermines their integrity are outlined. I highlight and explain two crucial considerations absent in the aforementioned debate. Finally, the implications of the debate for social justice educators are explicated
No keywords specified (fix it)
PhilPapers/Archive ID
Revision history
Archival date: 2012-09-30
View upload history
References found in this work BETA

View all 12 references / Add more references

Citations of this work BETA
Narrating Hostility, Challenging Hostile Narratives.Baider, Fabienne & Kopytowska, Monika

Add more citations

Added to PP index

Total views
308 ( #13,498 of 47,194 )

Recent downloads (6 months)
7 ( #46,847 of 47,194 )

How can I increase my downloads?

Downloads since first upload
This graph includes both downloads from PhilArchive and clicks to external links.