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Educational Justice: Knowledge, Formation, and Pedagogical Responsibility

Nikolaidis, Alexandros Charalampos
http://orcid.org/0000-0003-0047-1008
http://rave.ohiolink.edu/etdc/view?acc_num=osu1686340950791366

Abstract Details

2023, Doctor of Philosophy, Ohio State University, Educational Studies.
Educational justice has traditionally been conceptualized in non-educational terms. Categories of justice with economic and political clout dominate scholarly conversations about educational justice and inform educational policymaking and practice. This leads to a narrow conceptualization of educational justice in distributive terms. The author challenges the hegemony of the dominant paradigm and advances a new paradigm for theorizing educational justice to inform educational research, policymaking, and practice. In developing this new paradigm, the dissertation first establishes the dominance of distributive justice as a guiding principle of US education policy and as a lens for theorizing educational injustice in educational research. It offers a historical analysis of federal education policy focused on the principles of justice that underpinned the policies enacted. Moreover, it presents limitations of distributive justice, thereby, establishing the need to reconsider our understanding of what constitutes an educational injustice and what policies are appropriate for disrupting such injustices. Second, the dissertation advances an account of educational injustice that centers on the obstruction of two distinctly educational tasks: knowledge acquisition and self-formation. In doing so, it reorients education policy and research toward two distinctly educational injustices: epistemic oppression and developmental coercion. It is argued that these are severe educational wrongs that also contribute to pressing social problems and injustices. The dissertation concludes by outlining implications of replacing the standard distributive paradigm with a democratic paradigm of epistemic empowerment and developmental enablement that fosters epistemic agency and disrupts the impact of harmful ideology on moral and intellectual development. It suggests that the new paradigm compels us to reconsider that nature of educational injustice and, relatedly, the locus and scope of pedagogical responsibility for its disruption. Moreover, it outlines principles and conditions that are necessary, though not necessarily sufficient, for educational justice to obtain and provides recommendations for action at the individual, collective, and policy level that align with these principles and conditions.
Bryan Warnick (Advisor)
Winston Thompson (Advisor)
Jackie Blount (Committee Member)
418 p.
Education; Education History; Education Philosophy; Education Policy; Educational Theory; Epistemology; Ethics; Philosophy; Public Policy
educational justice; distributive justice; epistemic justice; formative justice; formative epistemic justice; epistemic oppression; developmental coercion; structural injustice; educational responsibility

Recommended Citations

Citations

  • Nikolaidis, A. C. (2023). Educational Justice: Knowledge, Formation, and Pedagogical Responsibility [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1686340950791366

    APA Style (7th edition)

  • Nikolaidis, Alexandros. Educational Justice: Knowledge, Formation, and Pedagogical Responsibility. 2023. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1686340950791366.

    MLA Style (8th edition)

  • Nikolaidis, Alexandros. "Educational Justice: Knowledge, Formation, and Pedagogical Responsibility." Doctoral dissertation, Ohio State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=osu1686340950791366

    Chicago Manual of Style (17th edition)

osu1686340950791366
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This open access ETD is published by The Ohio State University and OhioLINK.