This internationally-authored and edited book contains a wide-ranging examination of the role of critique in education in liberal democracies.
Motivated by a concern for social justice and improvement in education.
International in focus, containing contributions from authors in nine different countries.
Covers topics such as negative critique, critique and relativism, critique and utopianism, and the limits of critique.
Brings out the contrasts and similarities between European and Anglophone treatments of these issues.
Structured in a debate format, so that each chapter is paired with a piece that engages critically with it.
About the Author
Frieda Heyting is Professor of Philosophy and History of Education at the University of Amsterdam. She has written mainly on epistemological issues and socio-philosophical issues within the philosophy of education. She is currently working on interpretations of dependency and participation in educational theory and philosophy.
Christopher Winch is Reader in Educational Policy and Management at King’s College, London. He has taught in primary schools in England, has written numerous books and articles in many areas of the philosophy of education and has interests in the theory of learning, in language and education, and in vocational education.
Features
A wide-ranging examination of the role of critique in education in liberal democracies.
Motivated by a concern for social justice and improvement in education.
International in focus, containing contributions from authors in nine different countries.
Covers topics such as negative critique, critique and relativism, critique and utopianism, and the limits of critique.
Brings out the contrasts and similarities between European and Anglophone treatments of these issues.
Structured in a debate format, so that each chapter is paired with a piece that engages critically with it.
