scholarly journals Dangerous Dissent?: Critical Pedagogy and the Case of Israeli Apartheid Week

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Evelyn Hamdon ◽  
Scott Harris
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Social Justice Education ◽  
Popular Education ◽  
Canadian Context ◽  
History Of ◽  
Educational Campaigns

This paper constitutes an examination of what is perceived to be a backlash with respect to Israeli Apartheid Week (IAW) and similar educational campaigns. In it we review recent writings which relate to the importance of critical pedagogical spaces, and which problematize the emerging pushback against popular and political educational efforts to critique the occupation of Palestine. We also examine the history of IAW and chronicle attempts (within the Canadian context) to silence organizers and teachers associated with IAW. Finally we discuss the implications of this for further organizing and teaching about Palestine. Some of the questions at the heart of this paper are, “Why is this form of social justice education perceived to be so dangerous?”, “Where is the impetus coming from to silence this form of popular education” and “What are the implications of these types of surveillance and silencing.”

scholarly journals Assessing Without Labels:Culturally Defined Inclusive Education

2007 ◽  
Vol 17 (3) ◽  
Author(s):  
David F Philott
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Cultural Diversity ◽  
Inclusive Education ◽  
Classroom Teacher ◽  
Canadian Society ◽  
Knowledge And Skills ◽  
Global Trend ◽  
Canadian Context ◽  
History Of

This paper will explore the place of assessment in a culturally defined paradigm of inclusive education. Given the global trend towards inclusive classrooms, defi ned by a social justice view of learner diversity, the diagnostic/prescriptive medical view of special education is becoming increasingly antiquated. What is emerging is a growing preference towards empowering the classroom teacher with the knowledge and skills to identify the authentic needs of students and to differentiate instruction to respond to those needs. In a contemporary Canadian society characterized by shifting demographics, and increasing linguistic and cultural diversity, this perspective holds particular relevance. In fact, the history of inclusive education parallels, in many ways, the history of aboriginal1 education, as typifi ed in the territory of Nunavut where a stated commitment to establishing a broader view of diversity is creating a system in which children celebrate difference. This paper explores the wealth of literature on this issue and establishes a Canadian context to present Nunavut’s model as being exemplary within this global debate.

The Death Rattle of the American Mind

2011 ◽  
Vol 11 (4) ◽  
pp. 373-385 ◽  
Author(s):  
Peter McLaren
Keyword(s):  
United States ◽  
Social Justice ◽  
Critical Pedagogy ◽  
Social Justice Education ◽  
The United States ◽  
Economic Justice ◽  
Educational Justice ◽  
American Mind ◽  
Death Rattle ◽  
Political Scene

This article surveys the recent political scene in the United States, paying particular attention to contradictions embedded in foreign policy and domestic initiatives. Also addressed are educational issues within the context of the struggle for both educational justice and economic justice. The author recounts, as well, some of his recent experiences in Michoacan, Mexico, and outlines an approach for social justice education through revolutionary critical pedagogy.

Conversations Worth Having: Linking Social Justice Education to the Co-Curricular

2014 ◽  
Author(s):  
Michele Ribeiro ◽  
Teresita Alvarez-Cortez ◽  
Christopher Hughbanks ◽  
Eric Alexander
Keyword(s):  
Social Justice ◽  
Social Justice Education

Utopophobia

2019 ◽  
Author(s):  
David Estlund
Keyword(s):  
Political Philosophy ◽  
Social Justice ◽  
Political Thought ◽  
Political Action ◽  
Ideal Theory ◽  
Theory Of Justice ◽  
Sound Theory ◽  
Theory Versus ◽  
History Of ◽  
Practical Guidance

Throughout the history of political philosophy and politics, there has been continual debate about the roles of idealism versus realism. For contemporary political philosophy, this debate manifests in notions of ideal theory versus nonideal theory. Nonideal thinkers shift their focus from theorizing about full social justice, asking instead which feasible institutional and political changes would make a society more just. Ideal thinkers, on the other hand, question whether full justice is a standard that any society is likely ever to satisfy. And, if social justice is unrealistic, are attempts to understand it without value or importance, and merely utopian? This book argues against thinking that justice must be realistic, or that understanding justice is only valuable if it can be realized. The book does not offer a particular theory of justice, nor does it assert that justice is indeed unrealizable—only that it could be, and this possibility upsets common ways of proceeding in political thought. The book's author engages critically with important strands in traditional and contemporary political philosophy that assume a sound theory of justice has the overriding, defining task of contributing practical guidance toward greater social justice. Along the way, it counters several tempting perspectives, including the view that inquiry in political philosophy could have significant value only as a guide to practical political action, and that understanding true justice would necessarily have practical value, at least as an ideal arrangement to be approximated. Demonstrating that unrealistic standards of justice can be both sound and valuable to understand, the book stands as a trenchant defense of ideal theory in political philosophy.

Intergenerational Wealth Transfer and the Need to Revive and Metamorphose the Israeli Estate Tax

2014 ◽  
Vol 8 (1) ◽  
pp. 59-101 ◽  
Author(s):  
Daphna Hacker
Keyword(s):  
Social Justice ◽  
Property Rights ◽  
Wealth Transfer ◽  
Estate Tax ◽  
Inheritance Tax ◽  
History Of ◽  
The Subject ◽  
The Rich ◽  
The Right ◽  
The Needy

Abstract This article suggests enacting an accession tax instead of the estate duty – which was repealed in Israel in 1981. This suggestion evolves from historical and normative explorations of the tension between perceptions of familial intergenerational property rights and justifications for the “death tax,” as termed by its opponents, i.e., estate and inheritance tax. First, the Article explores this tension as expressed in the history of the Israeli Estate Duty Law. This chronological survey reveals a move from the State’s taken-for-granted interest in revenue justifying the Law’s enactment in 1949; moving on to the “needy widow” and “poor orphan” in whose name the tax was attacked during the years 1959–1964, continuing to the abolition of the tax in 1981 in the name of efficiency and the right of the testator to transfer his wealth to his family, and finally cumulating with the targeting of tycoon dynasties that characterizes the recent calls for reintroducing the tax. Next, based on the rich literature on the subject, the Article maps the arguments for and against intergenerational wealth transfer taxation, placing the Israeli case in larger philosophical, political, and pragmatic contexts. Lastly, it associates the ideas of accession tax and “social inheritance” with inspirational sources for rethinking a realistic wealth transfer taxation to bridge the gap between notions of intergenerational familial rights and intergenerational social justice.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

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