Longing for Justice
Higher Education and Democracy's Agenda
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Philosophy & Social Aspects, Higher Education, Social & Cultural Studies, Social Science, Sociology, Urban
| Author: | Jennifer S. Simpson | ISBN: | 9781442619678 |
| Publisher: | University of Toronto Press, Scholarly Publishing Division | Publication: | November 5, 2014 |
| Imprint: | Language: | English |
| Author: | Jennifer S. Simpson |
| ISBN: | 9781442619678 |
| Publisher: | University of Toronto Press, Scholarly Publishing Division |
| Publication: | November 5, 2014 |
| Imprint: | |
| Language: | English |
A 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.
A 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.
