This thesis seeks to illustrate the important contribution that philosophy of education can make to the work of educators. It develops and advocates an ideal of dialogical inquiry as the preferred methodological basis for this practice. Underpinned by a dialogical or relational ontology, this ideal suggests that educators, as philosophical inquirers, should attempt to pursue more comprehensive and inclusive understandings of the aims of education, through processes of open and ongoing dialogue with other educational stakeholders that are involved in and/or affected by these aims. Illustrating the importance of this approach to philosophy of education, I argue that dialogical inquiry may go some way toward retrieving the primacy of social justice as an important aim of education, in an intellectual, political and economic context that has witnessed a considerable retreat of concern with this public good. / Constructing a dialogical text across the voices of social theorists and thirteen practicing South Australian teacher-educators, the theses explores some of the current challenges and possibilities, both for pursuing social justice in education, and for exemplifying and fostering dialogical inquiry in teacher-education institutions. / Thesis (PhDEducation)--University of South Australia, 2006.
| Identifer | oai:union.ndltd.org:ADTP/267271 |
| Creators | Lucas, Joanna Rose. |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | copyright under review |
Page generated in 0.0021 seconds