{"title":"“这是一个财务决定”:学生对新自由主义社会中基于信仰的非政府教育的道德理解","authors":"Ilana Finefter-Rosenbluh, Jane Wilkinson","doi":"10.1080/00131911.2023.2254513","DOIUrl":null,"url":null,"abstract":"The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.","PeriodicalId":47755,"journal":{"name":"Educational Review","volume":"39 1","pages":"0"},"PeriodicalIF":3.1000,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society\",\"authors\":\"Ilana Finefter-Rosenbluh, Jane Wilkinson\",\"doi\":\"10.1080/00131911.2023.2254513\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.\",\"PeriodicalId\":47755,\"journal\":{\"name\":\"Educational Review\",\"volume\":\"39 1\",\"pages\":\"0\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2023-09-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/00131911.2023.2254513\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/00131911.2023.2254513","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society
The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.
期刊介绍:
Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.