JournalTOCs

Theory and Research in Education
Journal Prestige (SJR): 0.37

Citation Impact (citeScore): 1
Number of Followers: 20

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1477-8785 - ISSN (Online) 1741-3192
Published by Sage Publications

[1176 journals]

Book review: Sigal R Ben-Porath, Cancel Wars: How Universities Can Foster
Free Speech, Promote Inclusion, and Renew Democracy
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  Authors: Zachary L. Barber
  Abstract: Theory and Research in Education, Ahead of Print.
  
  Citation: Theory and Research in Education
  PubDate: 2023-05-31T06:05:05Z
  DOI: 10.1177/14778785231178363
Self-selection or indoctrination in the study of (standard) economics: A
systematic literature review
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  Authors: Cristina Miragaya-Casillas, Raimundo Aguayo-Estremera, Alberto Ruiz-Villaverde
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-05-31T05:59:45Z
  DOI: 10.1177/14778785231178243
More than race' Mills, ethnicity, and education
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  Authors: Winston C. Thompson
  First page: 3
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-18T12:30:27Z
  DOI: 10.1177/14778785231162088
Mills’s account of white ignorance: Structural or
non-structural'
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  Authors: Zara Bain
  First page: 18
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-23T12:49:30Z
  DOI: 10.1177/14778785231162779
Provincializing White racial ideology: Mills’ social ontology and
philosophy of education
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  Authors: Sheron Fraser-Burgess
  First page: 33
  Abstract: Theory and Research in Education, Ahead of Print.
  Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of racial constructivism for modern philosophy in order to explain the enduring orthodoxies of its Anglo-centric dominance. This paper invokes the term, supervenience, to further elucidate the causal bearing of race on individual and social facts. Turning to the philosophy of education, the ontological bifurcation of asymmetrical racial worlds is a salient divide to which discourses of normative individual ethics, analytic critical thinking, and generalized social justice contribute. Given the pervasiveness of supervenience, in the unwillingness to traffic in the ontology of race, educational philosophy hamstrings the creative and critical dimensions of advancing education for a racially equitable and pluralistic democracy.
  Citation: Theory and Research in Education
  PubDate: 2023-03-24T12:05:12Z
  DOI: 10.1177/14778785231164082
Structural white ignorance and education for racial justice
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  Authors: A. C. Nikolaidis
  First page: 52
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-18T12:32:47Z
  DOI: 10.1177/14778785231162106
Commentary on The Right to Higher Education
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  Authors: Lauren Bialystok
  First page: 71
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-08T09:57:20Z
  DOI: 10.1177/14778785231160062
The right to higher education and the gap between ideal theory and
non-ideal decisions
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  Authors: Harry Brighouse, Kailey Mullane
  First page: 77
  Abstract: Theory and Research in Education, Ahead of Print.
  Christopher Martin argues that an interest in strong autonomy supports a right to debt-free higher education and that making tuition free is the best way of enacting that right. We argue that making higher education tuition free would, in the absence of other countervailing measure, maldistribute strong autonomy, even in ideal conditions. We also argue that even if Martin is right that higher education should be tuition-free in ideal circumstances, it does not follow that in prevailing, non-ideal, conditions higher education should be tuition-free.
  Citation: Theory and Research in Education
  PubDate: 2023-03-18T12:29:17Z
  DOI: 10.1177/14778785231160063
Pity the unready and the unwilling: Choice, chance, and injustice in
Martin’s ‘The Right to Higher Education’
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  Authors: Philip Cook
  First page: 82
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-22T10:02:46Z
  DOI: 10.1177/14778785231160066
Fairness, autonomy, and a right to higher education
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  Authors: David O’Brien
  First page: 88
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-08T05:50:57Z
  DOI: 10.1177/14778785231160094
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
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  Authors: Andrew Pulvermacher
  First page: 93
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-08T05:54:16Z
  DOI: 10.1177/14778785231160096
The right to higher education: A political theory
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  Authors: Christopher Martin
  First page: 101
  Abstract: Theory and Research in Education, Ahead of Print.
  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.
  Citation: Theory and Research in Education
  PubDate: 2023-03-22T10:03:45Z
  DOI: 10.1177/14778785231161943
Corrigendum to “Book Review: Mark E. Jonas and Yoshiaki Nakazawa, A
Platonic Theory of Moral Education: Cultivating Virtue in Contemporary
Democratic Classrooms” by Avi I. Mintz. Published in Theory and Research
in Education, volume 19, issue 2, pp. 206–208. DOI:
10.1177/14778785211029756
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  Abstract: Theory and Research in Education, Ahead of Print.
  
  Citation: Theory and Research in Education
  PubDate: 2021-08-06T07:11:45Z
  DOI: 10.1177/14778785211040347