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Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to 'With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship'

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Title: Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to 'With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship'
Language: English
Authors: Gaztambide-Fernandez, Ruben A., Howard, Adam
Source: Democracy & Education. 2013 21(1).
Availability: Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Peer Reviewed: Y
Physical Description: PDF
Page Count: 4
Publication Date: 2013
Document Type: Journal Articles
Opinion Papers
Education Level: Secondary Education
Descriptors: Advantaged, Moral Values, Thinking Skills, Persuasive Discourse, Defense Mechanisms, Social Justice, Student Attitudes, Private Schools, Ethics, Student Motivation, Service Learning, Self Advocacy, Self Concept, Positive Attitudes, Economically Disadvantaged, Role, Social Status, Classification, Social Reinforcement, Transformative Learning, Social Change, Activism, Theory Practice Relationship, Reflection, Reputation
ISSN: 1085-3545
Abstract: Faced with the facts of economic inequality, the wealthy are confronted with a particular set of moral, social, and political questions, not least of which is the question of how to preserve a sense of being a "good" human being. In the case of justifying privilege, the problem becomes how to position oneself as being uniquely able to enact a superior moral character. In this response to Swalwell's article, we argue that her data show how being good and having moral standing is a social outcome that is premised on the unequally distributed ability to do certain things, to enact certain roles, and to mobilize particular discourses. Swalwell demonstrated the complicated ways in which privileged students understand what it means to have a commitment to social justice, and her analysis raises questions about the possibility of as well as the potential for educating students with economic privilege toward social justice commitments. In this response we highlight the important symbolic role that economically disadvantaged groups play in the imaginary of students who attend elite private schools and what this illustrates about the ways in which they are complicit in sustaining social inequality.
Abstractor: As Provided
Number of References: 16
Entry Date: 2013
Access URL: https://democracyeducationjournal.org/cgi/viewcontent.cgi?article=1098&context=home
Accession Number: EJ1006684
Database: ERIC
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  Data: Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to 'With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship'
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  Data: Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
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  Data: Faced with the facts of economic inequality, the wealthy are confronted with a particular set of moral, social, and political questions, not least of which is the question of how to preserve a sense of being a "good" human being. In the case of justifying privilege, the problem becomes how to position oneself as being uniquely able to enact a superior moral character. In this response to Swalwell's article, we argue that her data show how being good and having moral standing is a social outcome that is premised on the unequally distributed ability to do certain things, to enact certain roles, and to mobilize particular discourses. Swalwell demonstrated the complicated ways in which privileged students understand what it means to have a commitment to social justice, and her analysis raises questions about the possibility of as well as the potential for educating students with economic privilege toward social justice commitments. In this response we highlight the important symbolic role that economically disadvantaged groups play in the imaginary of students who attend elite private schools and what this illustrates about the ways in which they are complicit in sustaining social inequality.
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      – Text: English
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      – SubjectFull: Advantaged
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      – SubjectFull: Moral Values
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Private Schools
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      – SubjectFull: Student Motivation
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      – SubjectFull: Service Learning
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      – SubjectFull: Self Advocacy
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      – TitleFull: Social Justice, Deferred Complicity, and the Moral Plight of the Wealthy. A Response to 'With Great Power Comes Great Responsibility': Privileged Students' Conceptions of Justice-Oriented Citizenship'
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