The Political Classroom

Heß, Diana; McAvoy, Paula

doi:10.4324/9781315738871

Cited by 218 publications

(174 citation statements)

References 0 publications

Supporting

Mentioning

156

Contrasting

Unclassified

Order By: Relevance

“…The same opinion was issued by Sims and Felton (2006), Hess and McAvoy (2014), IFAC (2006) who say that business educators feel uncomfortable to discuss ethical issues in the classroom. In situations like this, educators may have to concentrate on other material aspects that are felt comfortable to teach (Mintz, 2016)).…”

Section: Perspective Of Accounting Educatorsmentioning

confidence: 89%

Ethics Inclusion in Accounting Learning: Establishing a Convergence Model of Education Stakeholders According to International Federation of Accountants

Iqbal¹,

Furqan²,

Mapparessa³

et al. 2019

ujer

View full text Add to dashboard Cite

This paper aims to know the extent of ethics learning in accounting education including the role of education institutions, faculty and accounting students in order to support the effectivity of ethics learning. Research finding based on literature study method discovers the effectivity of ethics learning which indicated by students perceive about the importance of ethics behaviour that contributes to their attitude in accounting practices and then it also effects to their professionalization and responsibility. In addition the curriculums and learning facilities of education institutions, perceive and ethics training of faculty, working experiences, extrinsic motivation and student knowledge also influence to the effectivity of ethics learning. The limitation of this research is the method of research which only use literature study so that the forward research suggest to use other research method as survey, lab study or case study to produce empirical research.

show abstract

Section: Perspective Of Accounting Educatorsmentioning

confidence: 89%

Ethics Inclusion in Accounting Learning: Establishing a Convergence Model of Education Stakeholders According to International Federation of Accountants

Iqbal¹,

Furqan²,

Mapparessa³

et al. 2019

ujer

View full text Add to dashboard Cite

show abstract

“…The educational systems of liberal democracies are among the most contested battlegrounds for contemporary controversies about toleration. In these controversies conflicting political principles of toleration are brought forward to justify institutional orders that try to balance the rights, interests and obligations of the liberal state, of parents and of children (such as curricular debates about sex education: Corngold, ; or democratic education: Hess and McAvoy, ). A ‘child‐sensitive conception of toleration’ (Macleod, , p. 2) therefore has to take into account that educational regimes of toleration are asymmetrically structured in multiple dimensions (e.g.…”

Section: The Educational Circumstances Of Tolerationmentioning

confidence: 99%

Education for Democratic Tolerance, Respect and the Limits of Political Liberalism

Drerup¹

2019

Journal of Philosophy of Education

View full text Add to dashboard Cite

Criticisms of autonomy‐based justifications of toleration as an educational aim and as a political principle assume that personal autonomy can provide only a partial justification of toleration and that it serves as a basis for illiberal educational enforcements of a particular conception of the good. In this article, I defend an autonomy‐ and respect‐based conception and justification of education for tolerance as a democratic virtue against its critics. I will first provide a short analysis of the concept of toleration as well as of some methodological problems concerning the application of general normative conceptions and rationales to particular cases. In a second step, I reconstruct key elements of the specific normative role and function of toleration in educational circumstances. This leads me to the third section, in which I criticise political liberal conceptions of equal respect, that tend to ignore the pivotal educational role of personal autonomy in grounding and facilitating political respect and the virtue of democratic toleration. In the case of developing agents who have not yet acquired a stable conception of the good (and thus no stable reasons for objection or acceptance), educators appropriately express their respect for them as persons and future citizens by enabling them to question and criticise their socially acquired convictions about themselves and the political world. My discussion will show that personal and political autonomy are inseparable and coordinated educational and political ideals and that the demands and preconditions of autonomy, political respect and education for tolerance as a democratic virtue are mutually supportive and intertwined.

show abstract

“…Such a curriculum would connect political discourse to the direct personal experiences of students in the communities in which they live while opening their minds to the experiences of others they have never personally met. 74 Facts matter, but whose facts matter and which facts matter cannot be taken for granted. In evaluating citizens' competency as users of political information, experiential knowledge deserves to be treated as valuable not only because citizens themselves regularly draw on this type of knowledge, but also because democracy demands that citizens grapple with each other's experiences and perspectives.…”

Section: An Expanded Model Of Citizen Competencementioning

confidence: 99%

The Fact of Experience: Rethinking Political Knowledge and Civic Competence

Cramer¹,

Toff²

2017

Perspect. polit.

View full text Add to dashboard Cite

In the study of political knowledge, the emphasis on facts is misplaced. Evidence has grown that predispositions and social contexts shape how individuals are exposed to and interpret facts about politics, and the ready availability of information in the contemporary media environment may exacerbate these biases. We reexamine political knowledge from the bottom up. We look at what citizens themselves treat as relevant to the task of understanding public affairs and how they use this information. We draw upon our research in three different projects involving observation of political talk and elite interviews to do so. We observe that people across a range of levels of political engagement process political information through the lens of their personal experience. Failing to acknowledge this aspect of the act of using political information presents an incomplete empirical understanding of political knowledge. We propose an Expanded Model of Civic Competence that presents an alternative interpretation for what it means to be an informed citizen in a democracy. In this model, the competence of listening to and understanding the different lived experiences of others cannot be considered separately from levels of factual knowledge.

show abstract

The Political Classroom

Cited by 218 publications

References 0 publications

Ethics Inclusion in Accounting Learning: Establishing a Convergence Model of Education Stakeholders According to International Federation of Accountants

Ethics Inclusion in Accounting Learning: Establishing a Convergence Model of Education Stakeholders According to International Federation of Accountants

Education for Democratic Tolerance, Respect and the Limits of Political Liberalism

The Fact of Experience: Rethinking Political Knowledge and Civic Competence

Contact Info

Product

Resources

About