Can how we come to know the world disconnect us from the world we come to know?

Book chapter


Laura, Ronald and Chapman, Amy K.. (2011). Can how we come to know the world disconnect us from the world we come to know? In In E. Burns Coleman and K. White (Ed.). Religious Tolerance, Education and the Curriculum pp. 111 - 120 Sense Publishers. https://doi.org/10.1007/978-94-6091-412-6_9
AuthorsLaura, Ronald and Chapman, Amy K.
EditorsE. Burns Coleman and K. White
Abstract

Within the context of philosophy, a significant literature has accumulated that characterises the ostensible goals of education in socio-political terms. Much of this discussion has certainly centred on the work of political philosophers such as, John Rawls, whose commitment to liberalism has been translated educationally into a rich and varied discourse about the role played by schools in producing ‘good citizens’. Given the multicultural societies in which many of us now live, the question naturally arises as to exactly how tolerant a liberal society and the schools that express its values can be, not only in encouraging but in sustaining cultural and religious perspectives that directly or indirectly collide. Our aim in this chapter is to suggest that the debates that have arisen out of this context can be better understood, and made more amenable to resolution, when the covert values that shape and inform the more comprehensive educational epistemology of our schools are made explicit. When such values are made explicit, it will become clearer that the hope of authentic tolerance in a multicultural society cannot be achieved, if the very concept of knowledge that dominates the curriculum of our schools is driven at a deeper level by the preoccupation we have as a putatively ‘liberal culture’ with power. We shall argue here that power is, in its own right, a defining condition of social identity whose importance has not been sufficiently acknowledged within the current debate on multiculturalism and socio-religious tolerance. We shall now turn directly to the task we have set for ourselves.

Page range111 - 120
Year2011
Book titleReligious Tolerance, Education and the Curriculum
PublisherSense Publishers
Place of publicationThe Netherlands
ISBN9789460914102
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-6091-412-6_9
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/857qz/can-how-we-come-to-know-the-world-disconnect-us-from-the-world-we-come-to-know

Restricted files

Publisher's version

  • 102
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments
Saltmarsh, Sue, Chapman, Amy, Campbell, Matthew and Drew, Christopher. (2015). Putting 'structure within the space' : Spatially un/responsive pedagogic practices in open-plan learning environments. Educational Review. 67(3), pp. 315-327. https://doi.org/10.1080/00131911.2014.924482
Preparing for parents : How Australian teacher education is addressing the question of parent-school engagement
Saltmarsh, Sue, Barr, Jenny and Chapman, Amy. (2015). Preparing for parents : How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education. 35, pp. 69-84. https://doi.org/10.1080/02188791.2014.906385
Wellbeing in schools : Exploring normative dimensions
Chapman, Amy. (2015). Wellbeing in schools : Exploring normative dimensions. In In Katie Wright and and Julie McLeod (Ed.). pp. 143 - 159 Springer Science and Business Media.
Institutional statements of commitment and widening participation policy in Australia
Chapman, Amy, Mangion, Antoine and Buchanan, Rachel. (2015). Institutional statements of commitment and widening participation policy in Australia. Policy Futures in Education. 13(8), pp. 995 - 1009. https://doi.org/10.1177/1478210315581462
Students in space : Student practices in non-traditional learning environments
Chapman, Amy, Randell-Moon, Holly, Campbell, Matthew Paul and Drew, Christopher. (2014). Students in space : Student practices in non-traditional learning environments. Global Studies of Childhood. 4(1), pp. 39 - 48. https://doi.org/10.2304/gsch.2014.4.1.39
Issues of teacher professional learning within 'non-traditional' classroom environments
Campbell, Matthew, Saltmarsh, Sue, Chapman, Amy and Drew, Christopher. (2013). Issues of teacher professional learning within 'non-traditional' classroom environments. Improving Schools. 16(3), pp. 209-222. https://doi.org/10.1177/1365480213501057
Imagining the posthuman: Hybrid bodies for education
Chapman, Amy. (2013). Imagining the posthuman: Hybrid bodies for education. The Australian Educational Researcher. 40(2), pp. 271 - 280. https://doi.org/10.1007/s13384-013-0092-1
The politics of normative childhoods and non-normative parenting : A response to Cristyn Davies and Kerry Robinson
Chapman, Amy and Saltmarsh, Sue. (2013). The politics of normative childhoods and non-normative parenting : A response to Cristyn Davies and Kerry Robinson. Contemporary Issues in Early Childhood. 14(1), pp. 60-65. https://doi.org/10.2304/ciec.2014.14.1.60
The moral imagination in pre-service teachers' ethical reasoning
Chapman, Amy, Forster, Daniella and Buchanan, Rachel. (2013). The moral imagination in pre-service teachers' ethical reasoning. Australian Journal of Teacher Education. 38(5), pp. 131 - 143. https://doi.org/10.14221/ajte.2013v38n5.8
Exploring the moral imagination through relational pedagogies in pre-service teacher ethics
Chapman, Amy, Forster, Daniella and Buchanan, Rachel. (2012). Exploring the moral imagination through relational pedagogies in pre-service teacher ethics. In J Wright (Ed.). Proceedings of the Joint AARE-APERA International Conference. Australia: Australian Association for Research in Education. pp. 1 - 9
FYI... Virtual space has a context: Towards an alternative frame for understanding cyberbullying
Chapman, Amy K. and Buchanan, Rachel. (2012). FYI... Virtual space has a context: Towards an alternative frame for understanding cyberbullying. In In S. Saltmarsh, K. H. Robinson and C. Davies (Ed.). pp. 56 - 68 Palgrave Macmillan. https://doi.org/10.1057/9781137015211_4
Utopia or dystopia? - A critical examination of the Melbourne Declaration
Buchanan, Rachel and Chapman, Amy. (2011). Utopia or dystopia? - A critical examination of the Melbourne Declaration. Annual conference of the Philosophy of Education Society of Australasia (PESA): Educational Futures. New Zealand: Philosophy of Education Society of Australasia. pp. 1 - 13
Dialogue and Difference: The Sorry Story of the Digital native
Buchanan, Rachel and Chapman, Amy Kathleen. (2009). Dialogue and Difference: The Sorry Story of the Digital native. In Hunter McEwan (Ed.). Annual Conference Philosophy of Education Society of Australasia. United States of America: Philosophy of Education Society of Australasia. pp. 1 - 21
The paradigm shift in health: towards a quantum understanding of the role of consciousness in health promotion and education
Laura, Ronald, Chapman, Amy Kathleen and Hinchley, Mark. (2009). The paradigm shift in health: towards a quantum understanding of the role of consciousness in health promotion and education University Press of America.
Well-being in education and why context counts
Laura, Ronald and Chapman, Amy Kathleen. (2009). Well-being in education and why context counts. In P. H. Wong (Ed.). Asia Pacific Conference on Children's Spirituality. Kong Kong: Hong Kong Institute of Education. pp. 1 - 8