Back to Search
Start Over
Conceptualising social justice in education: a Daoist perspective.
- Source :
-
Compare: A Journal of Comparative & International Education . May2021, Vol. 51 Issue 4, p596-611. 16p. - Publication Year :
- 2021
-
Abstract
- Addressing a research gap concerning the insufficient philosophical discourses on social justice from non-Western traditions, this article conceptualises social justice in education from a Daoist perspective. Drawing upon a Chinese classic Daodejing, it is argued that Daoism is aligned with relational justice through its emphasis on justice as dao (way-making). Relational justice as way-making is comprised of three fundamental characteristics: it eschews all forms of exploitation and subjugation; it relies on deferential leadership; and it balances the needs and interests of the self and those of others through wuwei (non-coercive actions), wuming (nameless) and wuyu (objectless desires). The paper further highlights the key educational implications in light of the neoliberal conditions of schooling. It is contended that a socially just school from a Daoist viewpoint rejects differentiation, measurement, competition and individualism that engender and perpetuate social injustice in favour of critical dialogues, correlation and harmony. [ABSTRACT FROM AUTHOR]
- Subjects :
- *SOCIAL justice
*EDUCATION
*TAOISTS
*NEOLIBERALISM
*LIBERALISM
Subjects
Details
- Language :
- English
- ISSN :
- 03057925
- Volume :
- 51
- Issue :
- 4
- Database :
- Academic Search Index
- Journal :
- Compare: A Journal of Comparative & International Education
- Publication Type :
- Academic Journal
- Accession number :
- 150872499
- Full Text :
- https://doi.org/10.1080/03057925.2019.1660144