Social justice, democratic education and the silencing of words that wound

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

Classrooms and schools represent a "culture of power" to the extent that they mirror unjust social relations that exist in the larger society. Progressive educators committed to social justice seek to disrupt those social relations in the classroom that function to silence marginalised students, but neutralising those who attempt to reassert power is problematic. This paper investigates the questions: is it ever justified to use power to interrupt power? Does all silencing subjugate? Arguments for and against the censorship of teachers who believe that portraying homosexual lifestyles in a positive light undermines their integrity are outlined. I highlight and explain two crucial considerations absent in the aforementioned debate. Finally, the implications of the debate for social justice educators are explicated.

Original languageEnglish (US)
Pages (from-to)151-162
Number of pages12
JournalJournal of Moral Education
Volume32
Issue number2
DOIs
StatePublished - Jun 2003

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social justice
Social Relations
education
educator
classroom
censorship
homosexuality
integrity
Democratic Education
Social Justice
teacher
school
student
Educators

ASJC Scopus subject areas

  • Education

Cite this

Social justice, democratic education and the silencing of words that wound. / Applebaum, Barbara.

In: Journal of Moral Education, Vol. 32, No. 2, 06.2003, p. 151-162.

Research output: Contribution to journalArticle

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