The appropriate relationship between political authority and education/schools as it relates to jurisdictional, procedural and substantive considerations, is highly contested. Several political theorists, including Amy Gutmann, Brian Barry, Chandran Kukathas and Iris Marion Young, have contributed to the debate, each prioritizing one of these considerations over the others. Attempts by other scholars to reconcile the considerations often fail to adequately accept the implications of the theoretical underpinnings of each. A political theoretical orientation that combines a recognition of institutional specificity with an awareness of the multifaceted nature of contested phenomena will enable theorists to address the heretofore intractable points of contention amongst political theorists surrounding issues of jurisdictional/procedural propriety and substantive goodness as they relate to educational practices and institutions. This orientation clarifies the dialogue between the most prominent theoretical approaches to analysis of political authority's just relation to education within modern liberal democracies.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ICS.10756/285263 |
| Date | January 2008 |
| Creators | Brink, Robert A. |
| Contributors | Chaplin, Jonathan, Institute for Christian Studies |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-nd/3.0/, Attribution-NonCommercial-NoDerivs 3.0 Unported |
| Relation | http://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/MR43118.PDF |
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