ERIC Number: EJ1450133
Record Type: Journal
Publication Date: 2024-Oct
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-2004
EISSN: EISSN-1741-5446
Surrendering Noble Lies Where We Buried the Bodies: Formative Civic Education for Embodied Citizenship
Sheron Fraser-Burgess; Chris Higgins
Educational Theory, v74 n5 p619-638 2024
To enact democracy, which is to live in communication with difference, requires a formative process that involves an education of the whole person for and through civic life. Drawing on Charles Mills's theory of "Herrenvolk" ethics and Jonathan Lear's analysis of psychosocial lapses that ail us, Sheron Fraser-Burgess and Chris Higgins pursue a critical, historiographical, and psychosocial reading of our failures to live up to this aspiration, offering (1) a critique of our tendency to saddle ourselves with a false choice between a homogenizing unity and a differentiated but fractured republic; (2) a demonstration of why we must eschew a thin universalism of principles and confront difference as embodied; (3) an argument from the ethics of risk against the urge to reify and compartmentalize difference; and (4) an evocation of how deep pluralism itself might serve as a unifying creed. Civic education is not a matter of informing but of forming and cultivating vision and values. In pursuing the credal deep pluralism that is required to do justice to the prospects and perils of our democracy-in-the-making, the task of the formative educator may be more difficult; but by embracing this creed, teachers may inspire their students to do the same.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A