Theorizing Justice, Justly Theorizing, in Education via Curriculum Studies

• In Event: 63.084 - Roundtable Session 22
  In Roundtable Session: 63.084-9 - The Possibility of Justice in Schools: Anti-Oppressive and Multicultural Pedagogies

Abstract

This proposed presentation shares key findings/considerations concerning the work of theorizing justice and justly theorizing in education via curriculum studies. It draws from study culminating in a soon-to-be published book aimed at addressing the question of justice in education, one also reflective of an escalating urgency related to the question of justice at large; i.e., locally, nationally, globally, in our communities and world. Such is also in response to the fact that while many education scholars have sought to take up the call of justice in the work of education—particularly as formulated via ‘teaching for social justice’, the conceptions of justice employed therein have themselves remained largely unexamined, the concept of justice itself thus also relatively under-theorized in the field.

Author

• Molly Quinn, Augusta University