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Zusatztext There’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. Informationen zum Autor Winston C. Thompson is Associate Professor of Philosophy of Education and Associate Professor of Philosophy at (by courtesy) Ohio State University, USA. John Tillson is Senior Lecturer of Philosophy of Education at Liverpool Hope University, UK. He is the author of Children, Religion and the Ethics of Influence (Bloomsbury 2019). Klappentext Written by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how punishment is understood, whether it is permissible to discipline students, and whether such punishment can be considered educational. Vorwort Explores the use of punishment in educational contexts, from early years to higher education, paying particular attention to minority students who are often disproportionately subject to discipline in educational settings. Zusammenfassung Written by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how punishment is understood, whether it is permissible to discipline students, and whether such punishment can be considered educational. Inhaltsverzeichnis Introduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Educati...
