The ethics of return migration and education: transnational duties in migratory processes

Espíndola, Juan; Suárez, Mónica Jacobo

doi:10.1080/17449626.2018.1498013

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…As of late certain philosophers have argued, however, that this framing is inadequate in order to respond properly to the educational challenges to which globalization and transnational migration, in particular, have given rise. Espindola and Jacóbo‐Suárez (2020), for example, have pointed out that migrant children that grow up in one country but are likely to return to their parents' country of origin have a right to those kinds of education that enable them to participate as equals in the social and political lives within both of these countries. Another case in point is Culp's (2019, pp.…”

Section: Global Educational Justicementioning

confidence: 99%

Educational justice

Culp

2020

Philosophy Compass

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Philosophical conceptions of educational justice are centered at the intersection of political philosophy and philosophy of education. They justify moral-political rights to education and sometimes also determine who is responsible for their realization through which kinds of pedagogical practices or systemic educational reform. This article concentrates on contemporary conceptions of educational justice in primary and secondary education and highlights central practical implications that the various conceptions of educational justice have under non-ideal circumstances. Section 2 explains the conceptions of fair and luck-egalitarian equal educational opportunity, Section 3 the conception of educational priority for the least-advantaged students, and Section 4 the conception of democratically adequate education. Finally, Section 5 presents a philosophical conception of global justice in school education. Section 6 concludes. 1 | INTRODUCTION Western ethics has a long tradition of philosophical reflection on education and justice. In The Republic Plato (1991, 111/433a-b) specifies the educational practices that would ensure that the three classes of a just city develop and exercise their role-specific virtues. For example, Plato requires that the future philosopher kings and queens are raised outside their families so that they develop a commitment to the common good. In that way the future philosopher kings and queens should learn to exercise their role-specific virtue of wisdom and contribute to the justice of their city. For "justice," according to Plato (1991, 111/433a), "is the minding of one's own business [as ruler, as guardian and as money-maker,] and not being a busybody." Likewise, modern philosophers like Rousseau (1979/1972), Wollstonecraft (2014/1787) and Kant (1960/1803) have also considered in great depths which pedagogy would have to complement the political institutions of a morally acceptable social order. In the late 20th century, by contrast, questions of education often times represented only a relatively minor aspect of a larger

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Section: Global Educational Justicementioning

confidence: 99%