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Education and Political Authority: Procedure, Jurisdiction, Substantive Goodness and the Specificity of Schools

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.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:ICS.10756/285263
Date January 2008
CreatorsBrink, Robert A.
ContributorsChaplin, Jonathan, Institute for Christian Studies
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeThesis
Rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/, Attribution-NonCommercial-NoDerivs 3.0 Unported
Relationhttp://www.collectionscanada.gc.ca/obj/thesescanada/vol2/002/MR43118.PDF

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