Abstract
In this case study we show how methods of philosophical interpretation can illuminate fundamental questions about the complementary concepts of justice and democracy in education. Globalisation prompts rethinking of basic ethical and political concepts. So, drawing on the idea of philosophical interpretation as reflective equilibrium, we set out to resolve tensions between the key concepts and assumptions of current theoretical positions and the demands and constraints imposed by contemporary global political, ethical and educational issues. We show how liberal feminism can accommodate diversity and inclusion, cosmopolitan justice as a form of universal inclusion can be sensitive to varying global circumstances, and cosmopolitan democracy and justice require both redistribution of educational goods and the education of citizens for participation in cosmopolitan institutions. Working within an analytical framework influenced by Rawlsian liberalism but drawing on a feminist and cosmopolitan reconstruction, we argue that fostering justice and democratic institutions depends crucially on education.
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Enslin, P., Tjiattas, M. (2015). 6.6 Philosophical Approaches to Educational Research: Justice, Democracy, and Education. In: Smeyers, P., Bridges, D., Burbules, N., Griffiths, M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9282-0_56
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