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    Freedom as non-domination, standards and the negotiated curriculum

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    Authors
    Hopkins, Neil
    Affiliation
    University of Bedfordshire
    Issue Date
    2015-03-18
    Subjects
    freedom
    curriculum
    X300 Academic studies in Education
    
    Metadata
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    Abstract
    This article investigates the application of Philip Pettit's concept of freedom as non-domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non-domination (and the connected concept of debating contestations as part of a legitimate democratic state) shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being ‘formally and substantively equal’ in the proceedings and being able to ‘recognize one another as having deliberative capacities’. It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the ‘considerable interference’ (Pettit) teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum (in response to Cohen).
    Citation
    Hopkins N. (2015) 'Freedom as non-domination, standards and the negotiated curriculum', Journal of Philosophy of Education, 49 (4), pp.607-618.
    Publisher
    Wiley Blackwell
    Journal
    Journal of Philosophy of Education
    URI
    http://hdl.handle.net/10547/622882
    DOI
    10.1111/1467-9752.12129
    Additional Links
    https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9752.12129
    Type
    Article
    Language
    en
    ISSN
    0309-8249
    EISSN
    1467-9752
    ae974a485f413a2113503eed53cd6c53
    10.1111/1467-9752.12129
    Scopus Count
    Collections
    Education

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