JournalTOCs

Global Justice : Theory Practice Rhetoric
Number of Followers: 1

This is an Open Access Journal

Open Access journal
ISSN (Online) 1835-6842
Published by Global Justice Network

[1 journal]

Special Issue on Global Justice and Education
- Authors: Julian Culp
  Abstract: N/A
  PubDate: 2020-04-01
  DOI: 10.21248/gjn.12.01.231
  Issue No: Vol. 12, No. 01 (2020)
Epistemic Capabilities and Epistemic Injustice: What is the Role of Higher
Education in Fostering Epistemic Contributions of Marginalized Knowledge
Producers'
- Authors: Alejandra Boni, Diana Velasco
  Pages: 1 - 26
  Abstract: This paper explores how University as social entity has great potential to confront epistemic injustices by expanding epistemic capabilities. To do this, we primarily follow the contributions of scholars such as Miranda Fricker and José Medina. The epistemic capabilities and epistemic injustice nexus will be explored via two empirical cases: the first one is an experience developed in Lagos (Nigeria) using participatory video; the second is a service learning pedagogical strategy for final year undergraduate students conducted at Universidad de Ibagué (in Colombia). The Lagos experience shows how participatory action-research methodologies could promote epistemic capabilities and functioning, making it possible for the participants to generate interpretive materials to speak of their own realities. However, this experience is too limited to address testimonial and hermeneutical injustice. The Colombian experience is a remarkable experience that is building epistemic capabilities among students and other local participants. However, there is a hermeneutical and structural injustice that tends to give more value to disciplinary and codified knowledge at the expense of experiential and tacit knowledge.
  PubDate: 2020-03-29
  DOI: 10.21248/gjn.12.01.228
  Issue No: Vol. 12, No. 01 (2020)
Global Citizenship Education, Global Educational Injustice and the
Postcolonial Critique
- Authors: Johannes Drerup
  Pages: 27 - 54
  Abstract: This contribution develops a defence of a universalist conception of Global Citizenship Education (GCE) against three prominent critiques, which are, among others, put forward by postcolonial scholars. The first critique argues that GCE is essentially a project of globally minded elites and therefore expressive both of global educational injustices and of the values and lifestyles of a particular class or milieu. The second critique assumes that GCE is based on genuinely ‘Western values’ (e.g., in the form of a conception of human rights or conceptions of rationality or the self), which are neither universally accepted nor universally valid and therefore unjustly forced on members of non-Western cultures and societies. GCE, according to this critique, is assumed to be another version of the educational justification of a hegemonic and unjust global Western regime. The third critique focuses on the epistemological preconditions of GCE. It assumes that GCE relies on a particular, culturally embedded ‘Western epistemology,’ which perpetuates historically grown global educational and epistemic injustices by dominating and subjugating alternative epistemological approaches. With respect to the first critique I argue that it is to a certain extent sociologically plausible, but wrong when it is applied to the educational and political legitimacy of GCE. The second critique overestimates the consensus within the ‘Western tradition’ and underestimates the transnational dissemination of universalist ideals and values as well as its own reliance on universalist validity claims. I argue that in order to provide a plausible criticism of historically grown global educational and political injustices, it is imperative for GCE to integrate central insights provided by the postcolonial critique, without giving up on universalist ideals and values. The third critique is, according to my argumentation, based on flawed epistemological assumptions, which do not withstand critical scrutiny. Instead of identifying epistemic and scientific claims as the expressions of a particular ‘culture’ or geographical location (the ‘West’), I defend the position that philosophical and scientific research should ideally be conceived as a democratic and universalist project, whose emancipatory potential can only be realized on the basis of a universalist epistemology.
  PubDate: 2020-04-01
  DOI: 10.21248/gjn.12.01.230
  Issue No: Vol. 12, No. 01 (2020)
Low-Fee Private Schools in Developing Nations: Some Cautionary Remarks
- Authors: Juan Espindola
  Pages: 55 - 77
  Abstract: This paper examines and rejects two normative justifications for low-fee private schools (LFPS), whose expansion throughout the Global South in recent years has been significant. The first justification – what I shall call the ideal thesis – contends that LFPS are the best mechanism to expand access to quality education, particularly at the primary level, and that the premise of their success is that they reject educational equality and state intervention in educational affairs, traditionally associated with public schools, embracing instead educational adequacy and unregulated markets for education. Against this thesis, the paper argues that an ideal educational arrangement must not do away with educational equality and some degree of state interference. The other justification for LFPS – the secondbest thesis – contends that although LFPS do not represent the ideal state of affairs, they nonetheless bring us a step closer to the ideal of universal primary education; they are a ‘realistic’ approximation to that goal. Against the second-best thesis, the paper argues that this justification commits the approximation fallacy: by deviating from the ideal educational arrangement LFPS may obstruct rather than facilitate its achievement.
  PubDate: 2020-04-01
  DOI: 10.21248/gjn.12.01.229
  Issue No: Vol. 12, No. 01 (2020)
International Educational Justice: Educational Resources for Students
Living Abroad
- Authors: Lindsey Schwartz
  Pages: 78 - 99
  Abstract: As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educational
  needs – which are widely employed to guide national policy decisions on educational content and the distribution of educational resources. I then discuss a number of problems that students living abroad face which, I argue, policies devised on the basis of these principles either systematically overlook or, in some cases, exacerbate. Finally, I offer two alternative principles – a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility – designed to promote education policies better suited to a globalized world which might help to alleviate the barriers to success commonly encountered by children learning abroad.
  PubDate: 2020-03-29
  DOI: 10.21248/gjn.12.01.224
  Issue No: Vol. 12, No. 01 (2020)
Autonomy Education Beyond Borders
- Authors: Danielle Zwarthoed
  Pages: 100 - 120
  Abstract: This article examines whether autonomy as an educational aim should be defended at the global scale. It begins by identifying the normative issues at stake in global autonomy education by distinguishing them from the problems of autonomy education in multicultural nation-states. The article then explains why a planet-wide expansion of the ideal of autonomy is conceivable on the condition that the concept of autonomy is widened in a way that renders its precise meaning flexibly adjustable to a variety of distinct social and cultural contexts. A context-transcendent, core meaning of autonomy remains in place, however, according to which a person is only autonomous if she relates to the values and goals that direct her life in a way so that she sees them as her own and is able to identify and critically assess her principal reasons for action. Finally, the article addresses two challenges to the global expansion of autonomy education: the objection that autonomy is presently not the most important educational aim and the objection that global autonomy education is a form of cultural imperialism. It finds both objections wanting.
  PubDate: 2020-03-29
  DOI: 10.21248/gjn.12.01.227
  Issue No: Vol. 12, No. 01 (2020)
The Troubling Modesty of Human Rights
- Authors: Theodore Lai
  Pages: 121 - 128
  Abstract: N/A
  PubDate: 2020-03-29
  DOI: 10.21248/gjn.12.01.225
  Issue No: Vol. 12, No. 01 (2020)
Capitalism, Human Rights, and Critical Theory
- Authors: Cain Shelley
  Pages: 129 - 133
  Abstract: N/A
  PubDate: 2020-03-29
  DOI: 10.21248/gjn.12.01.226
  Issue No: Vol. 12, No. 01 (2020)