When opposing injustice, the failure to recognise wrong or translate knowledge into action are two problems with which moral education has to contend. The notion of 'social restitution' can be a helpful concept in addressing these challenges because it locates restitution at the level of interpersonal and communal moral responsibility. This is…

The question of 'developmental appropriateness' in education can be both empowering and inhibiting. When are students 'ready' to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which…

The jurisdiction of schools has long been contested. Initially, under the sway of loco parentis, parents delegated all authority to educators. With ascendency of the common school movement in the 19th century, however, the doctrine confronted reverses. As the student body increased in size and heterogeneity, families no longer spoke with a single…

Two experiments with preschoolers (36 to 78 months) and 8-year-old children (Experiment 1, N = 173; Experiment 2, N = 132) investigated the development of children's resource distribution in dominance contexts. On the basis of the distributive justice literature, 2 opposite predictions were tested. Children could match resource allocation with the…

Cammarota and Romero describe how they utilized a framework they call "critically compassionate intellectualism" (CCI)--a trilogy of critical pedagogy, authentic caring, and social justice-oriented curriculum--to lift up previously disempowered Latinx youth. CCI can also serve as an appropriate framework for emancipatory pedagogy and…

The current state of education focusing on standards and assessment, according to Wu (2004), reduces education to "technical problems and individual deficiencies, subject to surveillance and quality managerial procedures" (p. 308). This work uses Foucault's discourses of discipline and power to understand standardization as a political…

Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of…

In this article, the author reflects on the juxtaposition of power, morality and leadership. He contends that if power is about the extent of the difference that one can make to the lives of young people then morality is perhaps concerned with the qualitative nature of that difference. Every school leader understands the imperative of good…

States that Paulo Freire distinguished between authoritarianism and the legitimate exercise of authority, aligning legitimate authority with the assurance of freedom. He also linked freedom with the process of struggle, indicating a strong relationship between freedom and social justice. (NB)

Contends that Paulo Freire's ethical agenda is situated in ontology, or more particularly, in the ontological vocation of humans. At the same time, his deepest motivation is an ethical one, seeking justice for the oppressed. Argues that these two factors-ontology and ethics-are in competition for the status of first philosophy in Freire's work.…

The author argues that education should be the end and aim of politics. Further, he argues that in order for a state to be morally legitimate it must provide social and political conditions that promote and further human education and development and concludes with a practical intimation of this principle. Traditional liberal political theory…