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Meira Levinson and Jacob Fay (eds.), Democratic Discord in Schools

Meira Levinson and Jacob Fay (eds.), Democratic Discord in Schools Democratic Discord in Schools: Cases and Commentaries in Educational Ethics by Meira Levinson and Jacob Fay consists of a series of normative case studies that address various issues in educational policy and practice. Although the cases are fictional, they are based on actual situations that have challenged, and continue to challenge, teachers and administrators. The cases themselves comprise eight of the ten chapters, bookended by an introductory and a concluding chapter. Additionally, following each case are six short commentaries that offer a unique perspective on the case.The introductory chapter explains Levinson and Fay’s reasons for using a normative case study approach (as opposed to a principled or theoretical one) to the issues in educational ethics faced by teachers, school administrators, and parent’s groups. This justification is based in large measure on the authors’ commitment to democratic solutions to ethical challenges in education – challenges that are themselves a product of the intersection of democratic politics within educational institutions. The case study approach is meant to encourage thinking about these issues in a manner that is problem-focused, collaborative, and democratic.Against the backdrop of collaborative problem solving, each of the subsequent eight chapters offers a discussion of a particular problem in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Moral Philosophy Brill

Meira Levinson and Jacob Fay (eds.), Democratic Discord in Schools

Journal of Moral Philosophy , Volume 19 (4): 3 – Aug 8, 2022

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Publisher
Brill
Copyright
Copyright © Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1740-4681
eISSN
1745-5243
DOI
10.1163/17455243-19040003
Publisher site
See Article on Publisher Site

Abstract

Democratic Discord in Schools: Cases and Commentaries in Educational Ethics by Meira Levinson and Jacob Fay consists of a series of normative case studies that address various issues in educational policy and practice. Although the cases are fictional, they are based on actual situations that have challenged, and continue to challenge, teachers and administrators. The cases themselves comprise eight of the ten chapters, bookended by an introductory and a concluding chapter. Additionally, following each case are six short commentaries that offer a unique perspective on the case.The introductory chapter explains Levinson and Fay’s reasons for using a normative case study approach (as opposed to a principled or theoretical one) to the issues in educational ethics faced by teachers, school administrators, and parent’s groups. This justification is based in large measure on the authors’ commitment to democratic solutions to ethical challenges in education – challenges that are themselves a product of the intersection of democratic politics within educational institutions. The case study approach is meant to encourage thinking about these issues in a manner that is problem-focused, collaborative, and democratic.Against the backdrop of collaborative problem solving, each of the subsequent eight chapters offers a discussion of a particular problem in

Journal

Journal of Moral PhilosophyBrill

Published: Aug 8, 2022

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