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Informationen zum Autor Nuraan Davids is a Professor of Philosophy of Education in the Department of Education Policy Studies, Faculty of Education at Stellenbosch University, South Africa. Her primary research interests include democratic citizenship education, Islamic philosophy of education, and philosophy of higher education. She is a co-editor of the Routledge series, World Issues in the Philosophy and Theory of Higher Education; co-editor-in-chief of the Journal of Education in Muslim Societies; associate editor of the South African Journal of Higher Education; editorial board member of Ethics and Education. Recent books (with Y Waghid) include: Democratic Education as Inclusion (Rowman & Littlefield - Lexington Series, 2022); Academic Activism in Higher Education: A living philosophy for social justice (Springer, 2021); Teaching, Friendship & Humanity (Springer, 2020); Teachers Matter: Educational philosophy and authentic learning (Rowman & Littlefield - Lexington Series, 2020). Klappentext Political and social expectations are often stymied and distorted by individual and communal identities-creating vastly incongruent and unrelated lived experiences, often within the same context. Democratic Education as Inclusion explores how the existence and enactments of diversity continue to present ubiquitous epicenters of misreading, misrecognition, and missed opportunities for peaceful co-existence-whether in established, or nascent democracies. Nuraan Davids and Yusef Waghid study how the public sphere has never held the same meaning to all individuals or groups. As such, there are deep implications for differentiated experiences of citizenship, between those who are included in the center of the sphere, and those who are excluded on the margins. This book explains the dyadic relationship between inclusion and exclusion and how it is not limited to the public sphere, or to broader conceptions of democratic citizenship. It is as apparent in educational settings, presenting under-explored complexities not only for teaching and learning, but for the life experiences of participants in teaching-learning. Often the foundational norms put into place during educational initiations become the primary determinants of how young people conceive of themselves as citizens, and how they conceive of themselves in relation to others. Inhaltsverzeichnis Foreword: The Just Demands of Democratic Inclusion: Ubuntu Communities and Democratic Education, by Ronald David Glass Preface Chapter 1: Democratic inclusion/exclusion: On an imagined commensurability Chapter 2: Democratic citizenship education and dissensus as inclusion Chapter 3: Race as a social (re)construction of exclusion Chapter 4: Intersectionality, race and ethnicity Chapter 5: Gender and citizenship: conceptions and contestations Chapter 6: Equality as an imperative for democratic citizenship education Chapter 7: Under-representation as a pervasive impediment to democratic education Chapter 8: Why representation matters in teaching and learning Chapter 9: Democratic citizenship education revisited: Re-opening debate about engagement and belonging Chapter 10: Democratic citizenship education versus cosmopolitan education: an unwelcome contestation or not? Bibliography About the authors ...
