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The Role of Education for Democracy in Linking Social Justice to the 'Built' Environment: The Case of Post-Earthquake Haiti
- Source :
-
Policy Futures in Education . 2014 12(7):933-944. - Publication Year :
- 2014
-
Abstract
- The manner in which the built environment is constructed has a tremendous effect on the degree to which health, wealth and social outcomes are distributed within a society. This is particularly evident when a crisis of the natural environment affects the built environment, as was the case after the Haitian earthquake of 2010. Understanding the consequences of the earthquake as socially precipitated rather than a natural occurrence requires a paradigm shift, a project for educational policy, pedagogy and epistemology. In particular, education for democracy in its broadest sense can serve to re-align thinking towards understanding the connection between the built environment and social justice. In this article the authors present their research with teacher-education candidates and the candidates' perspectives and experiences of education for democracy at a Canadian university. In relating these perspectives to the possibilities for contextualizing the aftermath of the earthquake in Haiti, the authors propose educational policy solutions that highlight a thick democracy, social justice, the role of context and history, and a more concrete connection with public health.
Details
- Language :
- English
- ISSN :
- 1478-2103
- Volume :
- 12
- Issue :
- 7
- Database :
- ERIC
- Journal :
- Policy Futures in Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1047236
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.2304/pfie.2014.12.7.933