Ethnography’s capacity to contribute to the cumulation of theory: a response to Hammersley     

Sam Hillyard 《牛津教育评论》2013,39(6):811-814

My aim in this paper is to raise the question of educational authority in terms of a philosophical and historical understanding in the context of a democratic polity. In particular, I wish to advance the view that educational authority in England is not well-founded since it resides increasingly with the Secretary of State for Education. This fails to reflect the public nature of education and also local conditions. The lack of appropriate authority contributes to many problems, the most prominent of which are the contested nature of education and schools provision and the frustrating fact that policies at national level change so frequently. Drawing on the discussion in Amy Gutmann’s Democratic Education, it examines differing conceptions of educational authority and proposes a tentative solution, which draws on the experience of the School Boards movement in England, 1870–1902.  相似文献   

Between Private and Public: Recognition,revolution and political renewal     

《Educational Philosophy and Theory》2013,45(4):351-364

This paper deals with some issues underlying the role of education in the preparation of students for democratic participation. Throughout, I maintain two basic ideas: first, that a political action undertaken to obtain practical ends reflects a set of privately held values whose recognition is therefore essential to any idea of the political; second, that the continued viability of liberal democracy is dependent upon its openness to alteration through its recognition of private values. In order to bring these ideas to light more clearly, I will develop my position in the form of a critique of some contemporary liberal theories of civic education, most notably Amy Gutmann's, as expressed in her influential work Democratic Education. Maintaining Gutmann's requirement of educational relativism, I intend to show how her emphasis on individual deliberation as a goal of education fits within a system of deliberative democracy, and that the two serve to minimize, on the individual level, the ability of individuals to seek recognition within the public sphere, and on the political level, the ability of democratic institutions to be renewed through participation.  相似文献