Democratic Discord in Schools: Cases and Commentaries in Educational Ethics

FRI, APR 26, 2019

There is no easy answer to question of how to teach democracy. How can teachers remain nonpartisan as they teach of how the system works. Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. The book by Professor Meira Levinson and Professor Jacob Fray draws upon research methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE) to provide the tools needed by educators to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. Image: Book Cover

+ BIO: Jacob Fay

Jacob Fay is a Visiting Assistant Professor at Bowdoin College starting in the Fall of 2018. He will officially complete his doctoral studies at the Harvard Graduate School of Education in November 2018. His work focuses on the ethics of education policy and practice as well as contemporary political theory. Prior to his doctoral studies, Jacob taught eighth-grade history at the Dwight-Englewood School in New Jersey, where he helped develop the middle school’s advisory program. He was recognized for his teaching both by the school’s departmental award, the Ralph Sloan Fellowship, and by the Facing History and Ourselves Organization annual Margot Stern Strom Award.

+ BIO: Meira Levinson

Meira Levinson is a normative political philosopher who writes about civic education, multiculturalism, youth empowerment, and educational ethics. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools.Levinson has been awarded a 2014 Guggenheim Fellowship to support her newest project, on “Justice in Schools.” In this work, she combines philosophical analysis and school-based case studies to illuminate the complex dimensions of evaluating, achieving, and teaching justice in schools.

The project is intended to give educators tools for making just decisions in their own practice, and also to push political theorists to develop theories of justice that are robust enough to address complex school-based dilemmas

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