Theory and Research in Education最新文献

{"title":"Book reviews: Sigal R Ben-Porath, Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy","authors":"Z. Barber","doi":"10.1177/14778785231178363","DOIUrl":"https://doi.org/10.1177/14778785231178363","url":null,"abstract":"Some of the most vexing issues in ethics revolve around tradeoffs between fundamental values such as individual rights and the greater good, privacy and security, freedom and equality. In contemporary politics, there is perhaps no better example of such a tradeoff than the one underlying the current conflicts that have roiled college campuses: the tradeoff between the value of freedom of expression on the one hand, and the values of inclusion, belonging, and social harmony on the other. Universities ought to host fierce debate and foster unfettered intellectual exploration. Yet in an increasingly diverse and polarizing society, we also want universities to be as inclusive and welcoming as possible – we want all members of the campus community to flourish. Since speech itself can powerfully exclude, we seem at a loss when it comes to reconciling these competing values. What is so compelling about Sigal Ben-Porath’s new book Cancel Wars is her meticulous, and largely successful, attempt to smooth out the apparent tension between them. She demonstrates that free speech and inclusion may not be so conflictual as we might have thought. Her project is rooted in the particularly democratic role she envisions for universities in the wider context of society. She announces on the first page that ‘colleges are laboratories in which democracy is learned, practiced, and enhanced’ (p. 1). Colleges and universities play this role in two key ways. First, they produce and disseminate the shared knowledge foundational for building policy and navigating governance in a complex world. Politics needs a commonly understood reality to operate successfully. Second, universities ‘seed democratic habits and practices’ by fostering the interactions necessary for building trust and mutual understanding across diverse individuals (p. 1). These dual functions are vital in our polarized times, Ben-Porath observes in chapter 1. We seem no longer to know what or whom to trust, but universities are well-positioned to help. In chapter 2, Ben-Porath considers, and ultimately rejects, three commonly proposed avenues for establishing a shared epistemic foundation for democracy. We cannot rely on (1) a clear delineation of fact from opinion, on (2) well-defined groups of experts and technocrats, nor on (3) public faith in institutional reliability. Rather, Ben-Porath 1178363 TRE0010.1177/14778785231178363Theory and Research in EducationBook reviews book-review2023","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46347263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-selection or indoctrination in the study of (standard) economics: A systematic literature review","authors":"Cristina Miragaya-Casillas, Raimundo Aguayo-Estremera, A. Ruiz-Villaverde","doi":"10.1177/14778785231178243","DOIUrl":"https://doi.org/10.1177/14778785231178243","url":null,"abstract":"Considerable academic debate exists as to whether students with a background in economics exhibit distinct behavioural patterns that set them apart from students in other academic disciplines. Primarily, the debate concerns whether students who fit the stereotype of the economist choose to study economics (the self-selection hypothesis) or whether economics students develop these behavioural patterns in the course of their university studies (the indoctrination hypothesis). We conducted a systematic literature review that examines both hypotheses. According to the literature reviewed, the majority of researchers find the self-selection hypothesis to be the best supported. However, findings remain inconclusive due to several methodological limitations. In spite of that, this study should facilitate a deeper understanding of what causes behavioural changes in economics students and what exactly these behavioural differences are, among other relevant hypotheses.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46884169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary on The Right to Higher Education","authors":"Lauren Bialystok","doi":"10.1177/14778785231160062","DOIUrl":"https://doi.org/10.1177/14778785231160062","url":null,"abstract":"Martin’s argument for the right to higher education is an exercise in ideal theory, which specifically distances itself from the familiar failings of compulsory education. I argue that even using sufficientarian criteria for admission to higher education would perpetuate non-ideal patterns of inequality and that reasonable forms of selectivity would still limit access to autonomy-promoting higher education. Martin’s case should prompt us to think about arbitrary divisions between compulsory and post-compulsory education in an autonomy-oriented system.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45426912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More than race? Mills, ethnicity, and education","authors":"Winston C. Thompson","doi":"10.1177/14778785231162088","DOIUrl":"https://doi.org/10.1177/14778785231162088","url":null,"abstract":"Building on the careful racial analyses of Charles W. Mills, this article uses the example case of Black ethnics to illustrate the general plausibility of ethnic identity as a useful political analytic category, suggesting that the absence of ethnic identity in racial analyses mutes important aspects of the lived experiences of racialized persons as individuals and in aggregation. The article establishes the possibility of ethnicity as an identity modifier, providing additional specificity to racial identity narratives. Building on these positions, the article turns to educational contexts to explore the ways in which ethnicity (as introduced in the preceding sections) stands to offer additional specificity to justice-oriented analyses of educational policy and practice.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49342237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structural white ignorance and education for racial justice","authors":"A. Nikolaidis","doi":"10.1177/14778785231162106","DOIUrl":"https://doi.org/10.1177/14778785231162106","url":null,"abstract":"While white ignorance is primarily produced and reproduced through social-structural processes, philosophy of education scholarship has focused on agent-centered educational solutions. This article argues that agent-centered solutions are ineffective and that education for disrupting white ignorance must be structure-centered. Specifically, the article contends that (1) social-structural processes often render being in a state of white ignorance reasonable and that (2) assigning white ignorant agents individual responsibility for overcoming their ignorance is often unreasonable. Consequently, epistemic virtue-based approaches to education are insufficient and inappropriate. Instead, the author proposes prioritizing political forms of education. This includes educating students on how to participate in political action and using political action to educate the public.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43551215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More house on an ever-shakier foundation: An administrator’s perspective on institutional reforms in the context of Christopher Martin’s ideal Right to Higher Education","authors":"Andrew Pulvermacher","doi":"10.1177/14778785231160096","DOIUrl":"https://doi.org/10.1177/14778785231160096","url":null,"abstract":"In this paper version of the response I offered to Christopher Marin as part of the symposium on The Right to Higher Education at the 2022 North American Association for Philosophy & Education Conference, I present some practical challenges of post-secondary reforms in the context of Martin’s theory of the right to higher education. Specifically, I address Martin’s three jointly necessary distributive conditions – non-exclusion, adequate options and full public funding – as necessary conditions and significant constraints on meaningful reform toward his ideal of higher education within individual institutions in light of resource constraints in the nonideal, real world. I argue that we ought to aim toward fully realizing adults’ right to higher education yet to do so requires restructuring and reprioritizing post-secondary education on systemic scale.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fairness, autonomy, and a right to higher education","authors":"David O’Brien","doi":"10.1177/14778785231160094","DOIUrl":"https://doi.org/10.1177/14778785231160094","url":null,"abstract":"In The Right to Higher Education, Christopher Martin develops a powerful, autonomy-based argument that there is a moral right to access to higher education. I raise three concerns about whether this argument succeeds. The first is a concern about the conception of autonomy at the heart of Martin’s argument; the second is a concern about possible overgeneralizations of the argument; and the third is a concern about whether Martin’s view is consonant with judgments about fairness.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mills’s account of white ignorance: Structural or non-structural?","authors":"Zara Bain","doi":"10.1177/14778785231162779","DOIUrl":"https://doi.org/10.1177/14778785231162779","url":null,"abstract":"Recent philosophical secondary literature on white ignorance – a concept most famously developed by the late philosopher Charles W. Mills – suggests that white ignorance is, one way or another, a non-structural phenomenon. I analyse two such readings, the agential view and the cognitivist view. I argue that they misinterpret Mills’ work by (among other things) committing a kind of structural erasure, and one which implies that Mills’ account cannot capture, for example, cases where white ignorance (and white racial domination) involves historical erasure, especially when perpetrated by sociopolitical institutions. This is particularly salient in cases such as the recent movement against anti-racist education, now widely conflated with critical race theory, in the United States and United Kingdom, which I offer as a brief case study.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44880491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pity the unready and the unwilling: Choice, chance, and injustice in Martin’s ‘The Right to Higher Education’","authors":"Philip Cook","doi":"10.1177/14778785231160066","DOIUrl":"https://doi.org/10.1177/14778785231160066","url":null,"abstract":"For Martin, the right to free higher education may be claimed only by those ready and willing pursue autonomy supporting higher education. The unready and unwilling, among whom may be counted carers, disabled, and devout, are excluded. This is unjust. I argue that this injustice follows from a tension between three elements of Martin’s argument: (1) a universal right to autonomy supporting higher education; (2) qualifications on entitlements to access this right in order to preserve the value of higher educational goods; (3) luck egalitarian motivations in Martin’s distributive ethics. I consider options for avoiding such injustices and their implications for Martin’s argument.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45060268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The right to higher education: A political theory","authors":"Christopher Martin","doi":"10.1177/14778785231161943","DOIUrl":"https://doi.org/10.1177/14778785231161943","url":null,"abstract":"In The Right to Higher Education: A Political Theory, I argue that post-compulsory education should be an individual right in a liberal democratic society. Here, I respond to a series of criticisms of the right’s justification. I address objections relating to: the autonomy-based justification of the right and liberal neutrality, the right’s scope and limits, the fairness of full public funding for higher education, constraints on the right’s equality-promoting aims, and the meaning of the term ‘higher education’ under the right.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46511805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}