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020 _a9780802099785
_qprint
020 _a9781442619661
_qPDF
024 7 _a10.3138/9781442619661
_2doi
035 _a(DE-B1597)9781442619661
035 _a(DE-B1597)496941
035 _a(OCoLC)1046609787
040 _aDE-B1597
_beng
_cDE-B1597
_erda
072 7 _aEDU015000
_2bisacsh
082 0 4 _a378/.015
_223
084 _aonline - DeGruyter
100 1 _aSimpson, Jennifer S.
_eautore
245 1 0 _aLonging for Justice :
_bHigher Education and Democracy's Agenda /
_cJennifer S. Simpson.
264 1 _aToronto :
_bUniversity of Toronto Press,
_c[2014]
264 4 _c©2014
300 _a1 online resource (280 p.) :
_b2 b&w tables
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 0 _tFrontmatter --
_tContents --
_tAcknowledgments --
_t1. Higher Education and Democracy’s Agenda: Resisting “Streamlined” Education --
_t2. Higher Education and the Social Contract: Considering the “We” of Public Life --
_t3. Civic Engagement and Service Learning: The Burden of Liberal Norms --
_t4. “What Do You Think? 41 Bullets?”: The Relationship of the Subject and the Social --
_t5. Liberal Norms and Questions of Practice: Education, Ethics, and Interests --
_t6. Epistemological Architectures: Possibilities for Understanding the Social --
_t7. The Work of the “We”: Democracy’s Agenda and Curricular and Pedagogical Possibilities --
_tNotes --
_tReferences --
_tIndex
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aA timely and persuasive argument for Higher Education’s obligations to our democratic society, Longing for Justice combines personal narrative with critical analysis to make the case for educational practices that connect to questions of democracy, justice, and the common good. Jennifer S. Simpson begins with three questions. First, what is the nature of the social contract that universities have with public life? Second, how might this social contract shape undergraduate education? And third, how do specific approaches to knowledge and undergraduate education inform how students understand society?In a bold challenge to conventional wisdom about Higher Education, Simpson argues that today’s neoliberal educational norms foreground abstract concepts and leave the complications of real life, especially the intricacies of power, unexamined. Analysing modern teaching techniques, including service learning and civic engagement, Simpson concludes that for Higher Education to serve democracy it must strengthen students’ abilities to critically analyse social issues, recognize and challenge social inequities, and pursue justice.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2023)
650 0 _aDemocracy and education.
650 0 _aEducation, Higher
_xPolitical aspects.
650 0 _aEducation, Higher
_xSocial aspects.
650 0 _aHigher education and state.
650 7 _aEDUCATION / Higher.
_2bisacsh
850 _aIT-RoAPU
856 4 0 _uhttps://doi.org/10.3138/9781442619661
856 4 0 _uhttps://www.degruyter.com/isbn/9781442619661
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781442619661/original
942 _cEB
999 _c210378
_d210378