1,190
Views
11
CrossRef citations to date
0
Altmetric
Research Article

Conceptualising social justice in education: a Daoist perspective

References

  • Ames, R. T. 1994. The Art of Rulership: A Study of Ancient Chinese Political Thought. Albany, NY: SUNY Press.
  • Ames, R. T., and D. L. Hall. 2003. Daodejing: ‘Making This Life Significant’. A Philosophical Translation. New York: Ballantine Books.
  • Anagnostopoulos, D., S. Rutledge, and R. Jacobsen. 2013. “Mapping the Information Infrastructure of Accountability.” In The Infrastructure of Accountability: Data Use and the Transformation of American Education, edited by D. Anagnostopoulos, S. Rutledge, and R. Jacobsen, 1–20. Cambridge, MA: Harvard Education Press.
  • Arar, K., K. Beycioglu, and I. Oplatka. 2017. “A Cross-cultural Analysis of Educational Leadership for Social Justice in Israel and Turkey: Meanings, Actions and Contexts.” Compare: A Journal of Comparative and International Education 47 (2): 192–206. doi:10.1080/03057925.2016.1168283.
  • Ball, S. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228. doi:10.1080/0268093022000043065.
  • Bauman, Z. 2005. Work Consumerism and the New Poor. 2nd ed. Buckingham: Open University Press.
  • Bell, L. A. 2007. “Theoretical Foundations for Social Justice Education.” In Teaching for Diversity and Social Justice, edited by M. Adams, L. A. Bell, and P. Griffin, 1–14. New York: Routledge.
  • Butler, J. 2008. “Merely Cultural.” In Adding Insult to Injury: Nancy Fraser Debunks Her Critics, edited by K. Olson, 42–56. London: Verso.
  • Cheung, C., and A. C. Chan. 2005. “Philosophical Foundations of Eminent Hong Kong Chinese CEOs’ Leadership.” Journal of Business Ethics 60: 47–62. doi:10.1007/s10551-005-2366-7.
  • Commission on Social Justice. 1994. “Social Justice: Strategies for National Renewal.” The Report of the Commission on Social Justice. London: Vintage.
  • Creel, H. 1970. What Is Taoism? And Other Studies in Chinese Cultural History. Chicago, IL: University of Chicago Press.
  • Cukier, K., and V. Mayer-Schoenberger. 2013. “The Rise of Big Data.” Foreign Affairs, May/June, 28–40.
  • Davis, D. D. 2004. “The Tao of Leadership in Virtual Teams.” Organisational Dynamics 33 (1): 47–62. doi:10.1016/j.orgdyn.2003.11.004.
  • De Bary, W. M. T., and I. Bloom. 1999. Sources of Chinese Tradition: From Earliest Times to 1600. Vol. 1. New York: Columbia University Press.
  • De Prycker, V. 2011. “Unself-conscious Control: Broadening the Notion of Control through Experiences of Flow and Wu-wei.” Zygon® 46 (1): 5–25. doi:10.1111/j.1467-9744.2010.01154.x.
  • Durlabhji, S. 2004. “The Tao of Organisation Behaviour.” Journal of Business Ethics 52: 401–409. doi:10.1007/s10551-004-0156-2.
  • Fielding, M., and P. Moss. 2010. Radical Education and the Common School: A Democratic Alternative. London: Routledge.
  • Francis, B., and M. Mills. 2012. “Schools as Damaging Organisations: Instigating a Dialogue Concerning Alternative Models of Schooling.” Pedagogy, Culture & Society 20 (2): 251–271. doi:10.1080/14681366.2012.688765.
  • Francis, B., M. Mills, and R. Lupton. 2017. “Towards Social Justice in Education: Contradictions and Dilemmas.” Journal of Education Policy 32 (4): 414–431. doi:10.1080/02680939.2016.1276218.
  • Fraser, J. W. 1997. “Love and History in the Work of Paulo Freire.” In Mentoring the Mentor: A Critical Dialogue with Paulo Freire, edited by P. Freire, J. W. Fraser, D. Macedo, T. MacKinnon, and W. T. Stokes, 175–199. New York: Peter Lang.
  • Fraser, N. 2008. “Reframing Justice in a Globalising World.” In Adding Insult to Injury: Nancy Fraser Debunks Her Critics, edited by K. Olson, 273–291. London: Verso.
  • Gewirtz, S. 1998. “Conceptualising Social Justice in Education: Mapping the Territory.” Journal of Education Policy 13 (4): 469–484. doi:10.1080/0268093980130402.
  • Gewirtz, S. 2006. “Towards a Contextualised Analysis of Social Justice in Education.” Educational Philosophy and Theory 38 (1): 69–81. doi:10.1111/j.1469-5812.2006.00175.x.
  • Gewirtz, S., and A. Cribb. 2002. “Plural Conceptions of Social Justice: Implications for Policy Sociology.” Journal of Education Policy 17 (5): 499–509. doi:10.1080/02680930210158285.
  • Glanz, J. 1997. “The Tao of Supervision: Taoist Insights into the Theory and Practice of Educational Supervision.” Journal of Curriculum and Supervision 12 (3): 193–211.
  • Hackman, H. W. 2005. “Five Essential Components for Social Justice Education.” Equity & Excellence in Education 38 (2): 103–109. doi:10.1080/10665680590935034.
  • Hall, D. 2001. “From Reference to Deference: Daoism and the Natural World.” In Daoism and Ecology. Ways within a Cosmic Landscape, edited by N. J. Girardot, J. Miller, and L. Xiaogan, 245–263. Harvard, MA: Harvard University Press.
  • Hardy, I., M. O. Hamid, and V. Reyes. 2018. “Data for Learning? Confirming and Contesting Performative Practices of Data Governance.” Global Studies of Childhood 8 (4): 339–354. doi:10.1177/2043610618814843.
  • Henig, J. 2013. “Forward.” In The Infrastructure of Accountability: Data Use and the Transformation of American Education, edited by D. Anagnostopoulos, S. Rutledge, and R. Jacobsen, vii–xiii. Cambridge, MA: Harvard Education Press.
  • Hickling-Hudson, A. 2011. “Teaching to Disrupt Preconceptions: Education for Social Justice in the Imperial Aftermath.” Compare: A Journal of Comparative and International Education 41 (4): 453–465. doi:10.1080/03057925.2011.581513.
  • Ho, D. Y. F. 1985. “Cultural Values and Professional Issues in Clinical Psychology: Implications from the Hong Kong Experience.” American Psychologist 40 (11): 1212–1218. doi:10.1037/0003-066X.40.11.1212.
  • Ho, D. Y. F. 1998. “Indigenous Psychologies: Asian Perspective.” Journal of Cross Cultural Psychology 29 (1): 88–103. doi:10.1177/0022022198291005.
  • Hue, M. T. 2010. “Influence of Taoism on Teachers’ Definitions of Guidance and Discipline in Hong Kong Secondary Schools.” British Educational Research Journal 36 (4): 597–610. doi:10.1080/01411920903018158.
  • Ivanhoe, P. J. 2007. “The Paradox of Wuwei?” Journal of Chinese Philosophy 34 (2): 277–287. doi:10.1111/jocp.2007.34.issue-2.
  • Knightly, N. 2013. “The Paradox of Wuwei? Yes (And No).” Asian Philosophy 23 (2): 115–136. doi:10.1080/09552367.2013.776235.
  • Koenig, T. L., and R. N. Spano. 1998. “Taoism and the Strengths Perspective.” Social Thought 18 (2): 47–65. doi:10.1080/15426432.1998.9960226.
  • Lafargue, M. 2001. “Nature as Part of Human Culture in Daoism.” In Daoism and Ecology. Ways within a Cosmic Landscape, edited by N. J. Girardot, J. Miller, and L. Xiaogan, 45–60. Harvard, MA: Harvard University Press.
  • Lee, Y.-T., H. Yang, and M. Wang. 2009. “Daoist Harmony as a Chinese Philosophy and Psychology.” Peace and Conflict Studies 16 (1): 68–81.
  • Lewin, D., and O. Ergas. 2018. “Eastern Philosophies of Education: Buddhist, Hindu. Daoist, and Confucian Readings of Plato’ Cave.” In International Handbook of Philosophy of Education, edited by P. Smeyers, 479–497. Cham: Springer.
  • Lin, L.-H., Y.-L. Ho, and W.-H. E. Lin. 2013. “Confucian and Taoist Work Values: An Exploratory Study of the Chinese Transformational Leadership Behavior.” Journal of Business Ethics 113 (1): 91–103. doi:10.1007/s10551-012-1284-8.
  • Lingard, B., S. Sellar, and G. C. Savage. 2014. “Re-articulating Social Justice as Equity in Schooling Policy: The Effects of Testing and Data Infrastructures.” British Journal of Sociology of Education 35 (5): 710–730. doi:10.1080/01425692.2014.919846.
  • Loy, D. 1985. “Wei-Wu-Wei: Nondual Action.” Philosophy East and West 35 (1): 73–86. doi:10.2307/1398682.
  • MacKinnon, A. 1996. “Learning to Teach at the Elbows: The Tao of Teaching.” Teaching and Teacher Education 12 (6): 653–664. doi:10.1016/S0742-051X(96)00009-1.
  • Merrett, C. D. 2004. “Social Justice: What Is It? Why Teach It?” Journal of Geography 103 (3): 93–101. doi:10.1080/00221340408978584.
  • Mitchell, S. Trans.. 1988. Tao te ching (Lao Tzu). New York: HarperCollins.
  • Moon, S. 2015. “Wuwei (non-action) Philosophy and Actions: Rethinking ‘Actions’ in School Reform.” Educational Philosophy and Theory 47 (5): 455–473. doi:10.1080/00131857.2013.879692.
  • Oplatka, I., and K. H. Arar. 2016. “Leadership for Social Justice and the Characteristics of Traditional Societies: Ponderings on the Application of Western-grounded Models.” International Journal of Leadership in Education 19 (3): 352–369. doi:10.1080/13603124.2015.1028464.
  • Peterson, W., A. Plaks, and Y. Yu. 1994. The Power of Culture: Studies in Chinese Culture History. Hong Kong: Chinese University Press.
  • Power, S. 2012. “From Redistribution to Recognition to Representation: Social Injustice and the Changing Politics of Education.” Globalisation, Societies and Education 10 (4): 473–492. doi:10.1080/14767724.2012.735154.
  • Rawls, J. 1972. A Theory of Justice. Oxford: Clarendon Press.
  • Reay, D. 2012. “What Would a Socially Just Education System Look Like?: Saving the Minnows from the Pike.” Journal of Education Policy 27 (5): 587–599. doi:10.1080/02680939.2012.710015.
  • Roberts, P. 2013. Paulo Freire in the 21st Century: Education, Dialogue, and Transformation. Boulder, CO: Paradigm Publishers.
  • Roth, H. D. 1999. “The Laozi in the Context of Early Daoist Mystical Praxis.” In Religious and Philosophical Aspects of the Laozi, edited by M. Csikszentmihalyi and P. J. Ivanhoe, 59–96. Albany/New York: State University of New York Press.
  • Sahlberg, P. 2015. Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? New York: Teachers College Press.
  • San, S. K. 2006. “Action Learning Guided by Tao for Lifelong Learning.” Action Learning: Research and Practice 3 (1): 97–105. doi:10.1080/14767330600574714.
  • Sandel, M. J. 1981. Liberalism and the Limits of Justice. Cambridge: Cambridge University Press.
  • Savage, G. C. 2013. “Tailored Equities in the Education Market: Flexible Policies and Practices.” Discourses: Studies in the Cultural Policies of Education 34 (2): 185–201.
  • Savage, G. C., S. Sellar, and R. Gorur. 2013. “Equity and Marketisation: Emerging Policies and Practices in Australian Education.” Discourses: Studies in the Cultural Policies of Education 34 (2): 1–9.
  • Singh, M. 2011. “The Place of Social Justice in Higher Education and Social Change Discourses.” Compare: A Journal of Comparative and International Education 41 (4): 481–494. doi:10.1080/03057925.2011.581515.
  • Slater, J. J. 2004. “The Tao of Caring: The Prisoner’s Dilemma in Education Resolved.” Curriculum and Teaching Dialogue 6 (2): 145–157.
  • Slingerland, E. G. 2003. Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. New York: Oxford University Press.
  • Sun, K. 1995. “How to Overcome without Fighting: An Introduction to the Taoist Approach to Conflict Resolution.” Journal of Theoretical and Philosophical Psychology 15 (2): 161–171. doi:10.1037/h0091142.
  • Tan, C. 2016. Educational Policy Borrowing in China: Looking West or Looking East? Abingdon: Routledge.
  • Tan, C. 2019a. Comparing High-performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong. Abingdon: Routledge.
  • Tan, C. 2019b. “Neoliberalism as Exception: The New High Quality School Project in Shanghai.” Discourse: Studies in the Cultural Politics of Education 40 (4): 443–457.
  • Tan, C. 2019c. “PISA and Education Reform in Shanghai.” Critical Studies in Education 60 (3): 391–406. doi:10.1080/17508487.2017.1285336.
  • Taylor, C. 1985. Philosophy and the Human Sciences: Philosophical Papers. Vol. 2. Cambridge: Cambridge University Press.
  • Taylor, C. 1989. Sources of the Self: The Making of the Modern Identity. Cambridge, MA: Harvard University Press.
  • Taylor, C. 1994. “The Politics of Recognition.” In Multiculturalism: Examining the Politics of Recognition, edited by A. Gutmann, 25–73. Princeton, NJ: Princeton University Press.
  • Todd, S. 2003. Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education. New York: State University of New York Press.
  • Unterhalter, E. 2008. “Cosmopolitanism, Global Social Justice and Gender Equality in Education.” Compare: A Journal of Comparative and International Education 38 (5): 539–553. doi:10.1080/03057920802351291.
  • Van Norden, B. W. 1999. “Method in the Madness of the Laozi.” In Religious and Philosophical Aspects of the Laozi, edited by M. Csikszentmihalyi and P. J. Ivanhoe, 187–210. Albany/New York: State University of New York Press.
  • Vickers, E. 2018. “Education and Climate Change: Is Blaming ‘Western Modernity’ the Answer? by Edward Vickers.” NORRAG, December 7. Accessed 12 May 2019. https://www.norrag.org/education-and-climate-change-is-blaming-western-modernity-the-answer-by-edward-vickers/
  • Vickers, W., and X. Zeng. 2017. Education and Society in Post-Mao China. London: Routledge.
  • Walkerdine, V. 2003. “Reclassifying Upward Mobility: Femininity and the Neoliberal Subject.” Gender and Education 15: 237–248. doi:10.1080/09540250303864.
  • Wang, H. 2007. “Interconnections within and Without: The Double Duty of Creative Educational Leadership.” In Changing Education in a World of Complex Interdependence: Education 2020, edited by P. Hershock, J. Hawkins, and M. Mason, 273–296. Hong Kong: University of Hong Kong Press.
  • Wang, H. 2013. “Confucian Self-cultivation and Daoist Personhood: Implications for Peace Education.” Frontiers of Education in China 8 (1): 62–79. doi:10.1007/BF03396962.
  • Watts, A. 1975. Tao – The Watercourse Way. New York: Pantheon Books.
  • Wong, N.-Y., W. Y. Wong, and E. W. Y. Wong. 2012. “What Do the Chinese Value in (mathematics) Education?” ZDM Mathematics Education 44: 9–19. doi:10.1007/s11858-012-0383-4.
  • Xing, Y., and D. Sims. 2011. “Leadership, Daoist Wu Wei and Reflexivity: Flow, Self-protection and Excuse in Chinese Bank Managers’ Leadership Practice.” Management Learning 43 (1): 97–112. doi:10.1177/1350507611409659.
  • Xu, K. 1991. Lao Tzu Yu Dao Jia (Lao Tzu and the Taoist Scholars). Beijing: Xinghua Press.
  • Yip, K.-S. 2004. “A Chinese Cultural Critique of the Global Qualifying Standards for Social Work Education.” Social Work Education 23 (5): 597–612. doi:10.1080/0261547042000252316.
  • Young, I. M. 1990. Justice and the Politics of Difference. Princeton: Princeton University Press.
  • Zajda, J., S. Majhanovich, and V. D. Rust. 2006. “Education and Social Justice: Issues of Liberty and Equality in the Global Culture.” In Education and Social Justice, edited by J. Zajda, S. Majhanovich, and V. D. Rust, 1–12. Dordrecht: Springer.
  • Zigler, R. 2007. “The Tao of Dewey.” Encounter: Education for Meaning and Social Justice 20 (1): 37–42.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.