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Towards social justice: slowing down and attending to social justice through a community of philosophical inquiry.

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Title: Towards social justice: slowing down and attending to social justice through a community of philosophical inquiry.
Authors: Jamieson, Victoria1 (AUTHOR) jamiesov@edgehill.ac.uk
Source: Ethics & Education. May-Aug2025, Vol. 20 Issue 2/3, p130-146. 17p.
Subject Terms: *Dialogic teaching, *Common misconceptions, *Learning, Social justice, Social theory, Neighborhoods
Abstract: Education is dominated by economic priorities and intellectual virtues that place emphasis on individual success, yet issues of social injustice are demanding of urgent attention. My hopes for social justice are rooted in education. I consider the place of schooling for continually reimagining social justice, and to think about what it might be to live with – and respond responsibly to one another. My arguments are grounded in dialogic pedagogies, specifically, the community of philosophical inquiry, as a space to question what social justice means, what it ought to mean, and how it could be otherwise. Resisting ideas that privilege certainty of knowledge of social justice, I consider the affordances of moving deeper into an unknowing rather than a settling of knowing. I turn to Nan Shepherd's The Living Mountain for a gentle force to render an attentiveness to thinking about what it is to know social justice. [ABSTRACT FROM AUTHOR]
Copyright of Ethics & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Towards social justice: slowing down and attending to social justice through a community of philosophical inquiry.
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  Data: Education is dominated by economic priorities and intellectual virtues that place emphasis on individual success, yet issues of social injustice are demanding of urgent attention. My hopes for social justice are rooted in education. I consider the place of schooling for continually reimagining social justice, and to think about what it might be to live with – and respond responsibly to one another. My arguments are grounded in dialogic pedagogies, specifically, the community of philosophical inquiry, as a space to question what social justice means, what it ought to mean, and how it could be otherwise. Resisting ideas that privilege certainty of knowledge of social justice, I consider the affordances of moving deeper into an unknowing rather than a settling of knowing. I turn to Nan Shepherd's The Living Mountain for a gentle force to render an attentiveness to thinking about what it is to know social justice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Ethics & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/17449642.2025.2488233
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      – SubjectFull: Learning
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      – SubjectFull: Neighborhoods
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              Text: May-Aug2025
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