Abstract
AbstractToday an instrumental perspective dominate the relation between justice and education (social justice through education). Such a view correspond to an economist, utilitarian, neoliberal and performative interpretation of education and schooling. While a social justice perspective is valuable, it is limited. We need to broaden the view and aspirations of justice to include intrinsically educational aspects. Only when justice is linked to the ethical essence of the educational relationship, it is possible to contribute to generating just subjects for fairer societies. This argument is based on H. G. Gadamer’s interpretation of the Platonic Politeia and M. Foucault’s description of the ethics of self-care. Throughout, the chapter recognizes the value of D. Benner’s model of non-affirmative education, grounded in his constitutive and regulative principles of education. This approach help us to understand how pedagogical relations regarding problematisation and reflective dialogue operate in overcoming the injustice that modern, affirmative school models seem to carry with them.
Publisher
Springer International Publishing
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