Forging Vertical Linkages in the Public Sphere: School-Church Engagement for Social Justice
Saved in:
| Title: | Forging Vertical Linkages in the Public Sphere: School-Church Engagement for Social Justice |
|---|---|
| Language: | English |
| Authors: | Miller, Peter M., Engel, Max T. |
| Source: | Educational Foundations. Win-Spr 2011 25(1-2):25-42. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Opinion Papers |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Justice, Democracy, Church Role, Public Schools, High Stakes Tests, School Community Relationship, Cooperation, State Church Separation |
| ISSN: | 1047-8248 |
| Abstract: | Within the broad discussion of social justice in education, multiple conceptualizations of the term have been posited. Although there is no uniform notion of social justice, most would concur that, "Social justice, broadly defined, refers to a condition whereby all people are afforded fair opportunities to enjoy the benefits of society" (Miller, 2008, p. 821). Scholars and practitioners commonly write about and seek social justice as it relates to issues of race, socioeconomic status, gender, sexual orientation, and ability. In this article, the authors posit that for conditions of social justice to be expanded several fundamental connections must be made in the broader society where schooling is situated. Framed within democracy theory's description of the public sphere, the authors examine the "bringing about of social justice" through two broad propositions. They assert that: (1) The structural linkage of the public sphere maximizes opportunities for social justice; and (2) The structural linkage of the public sphere occurs best through institutional means. To concretize their discussion, the authors comprehensively interrogate the viability of churches as institutional partners for public school-based social justice movements. (Contains 2 figures and 8 notes.) |
| Abstractor: | ERIC |
| Number of References: | 39 |
| Entry Date: | 2011 |
| Access URL: | https://intraweb.stockton.edu/eyos/page.cfm?siteID=144&pageID=10 |
| Accession Number: | EJ925899 |
| Database: | ERIC |
| Abstract: | Within the broad discussion of social justice in education, multiple conceptualizations of the term have been posited. Although there is no uniform notion of social justice, most would concur that, "Social justice, broadly defined, refers to a condition whereby all people are afforded fair opportunities to enjoy the benefits of society" (Miller, 2008, p. 821). Scholars and practitioners commonly write about and seek social justice as it relates to issues of race, socioeconomic status, gender, sexual orientation, and ability. In this article, the authors posit that for conditions of social justice to be expanded several fundamental connections must be made in the broader society where schooling is situated. Framed within democracy theory's description of the public sphere, the authors examine the "bringing about of social justice" through two broad propositions. They assert that: (1) The structural linkage of the public sphere maximizes opportunities for social justice; and (2) The structural linkage of the public sphere occurs best through institutional means. To concretize their discussion, the authors comprehensively interrogate the viability of churches as institutional partners for public school-based social justice movements. (Contains 2 figures and 8 notes.) |
|---|---|
| ISSN: | 1047-8248 |
