Ethical discourses of justice: understanding edu-philanthropy in exclusionary schools.
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| Title: | Ethical discourses of justice: understanding edu-philanthropy in exclusionary schools. |
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| Authors: | Finefter-Rosenbluh, Ilana1 (AUTHOR) ilana.finefter-rosenbluh@monash.edu, Wilkinson, Jane1 (AUTHOR) |
| Source: | Discourse: Studies in the Cultural Politics of Education. Oct2025, Vol. 46 Issue 5, p598-611. 14p. |
| Subject Terms: | *Education ethics, *School choice, *Educational finance, *Church schools, Justice, Moral reasoning |
| Geographic Terms: | Australia |
| People: | Fraser, Nancy, 1947- |
| Abstract: | Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools' policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising 'small d' discourse analysis and Nancy Fraser's theory of justice, we draw on focus group and interviews conducted with leading Australian edu-philanthropists, alongside observations of social media platforms, to identify the ethical discourses surrounding edu-philanthropic justice in such schools. Discourses revealed paradoxes of (i) fairness extending access to exclusionary forms of schooling; (ii) identity – preventing disadvantaged students from experiencing identity-based rejection in schools supposedly designed to meet their needs; and (iii) welfare – fulfilling this right in a quasi-education market, though, consequently, diminishing the welfare state's responsibilities. This new knowledge advances discussions on edu-philanthropy, educational ethics, and school choice. [ABSTRACT FROM AUTHOR] |
| Copyright of Discourse: Studies in the Cultural Politics of 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.) | |
| Database: | Education Research Complete |
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| Abstract: | Contemporary discourses of educational philanthropy highlight the increasing role that benefactors play in shaping schools' policy and practice. In Australia, there have been growing ethical concerns about the model of school funding and the attention it attracts from billionaire edu-philanthropists to support faith-based private schools as highly exclusionary forms of schooling. Utilising 'small d' discourse analysis and Nancy Fraser's theory of justice, we draw on focus group and interviews conducted with leading Australian edu-philanthropists, alongside observations of social media platforms, to identify the ethical discourses surrounding edu-philanthropic justice in such schools. Discourses revealed paradoxes of (i) fairness extending access to exclusionary forms of schooling; (ii) identity – preventing disadvantaged students from experiencing identity-based rejection in schools supposedly designed to meet their needs; and (iii) welfare – fulfilling this right in a quasi-education market, though, consequently, diminishing the welfare state's responsibilities. This new knowledge advances discussions on edu-philanthropy, educational ethics, and school choice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01596306 |
| DOI: | 10.1080/01596306.2024.2442003 |
