Theorizing Justice and Justly Theorizing in Education

This work responds to a number of contemporary critiques calling into question the very aim of or interest in social justice in relation to teacher preparation and teaching, along with related recent suspicions raised about the possibilities of education as a project of emancipation. Following Pinar's description of curriculum theory as "the interdisciplinary study of educational experience," and of curriculum as central in defining such experience--particularly now in the US and in other nations impacted by standardization and high-stakes testing--the inquiry is grounded in the assertion that addressing issues of justice in education and schooling requires attention to curriculum, to understanding curriculum, and the educational and pedagogical experience co-constitutive of it.

Aceasta lucrare raspunde la o serie de critici contemporane care pun sub semnul intrebarii insusi scopul sau interesul pentru justitia sociala in ceea ce priveste pregatirea si predarea profesorilor, impreuna cu suspiciunile recente legate de posibilitatile educatiei ca proiect de emancipare. Urmand descrierea lui Pinar a teoriei curriculumului ca „studiul interdisciplinar al experientei educationale” si a curriculumului ca element central in definirea unei astfel de experiente - in special acum in SUA si in alte tari afectate de standardizare si testare cu mize mari - ancheta este fundamentata in afirmatia ca abordarea problemelor justitiei in educatie si scolarizare necesita atentie la curriculum, la intelegerea curriculumului si experienta educationala si pedagogica co-constitutiva a acestuia.