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Educ. Sci. 2017, 7(1), 21; doi:10.3390/educsci7010021

Educational Justice Due to More Education? Requests for a Solution Strategy

Katholisch-Theologische Fakultät, Lehrstuhl für Religionspädagogik und Katechetik, Ruhr-Universität Bochum, Universitätsstraße 150, Bochum 44801, Germany
Academic Editor: Judith Könemann
Received: 1 June 2016 / Revised: 9 January 2017 / Accepted: 16 January 2017 / Published: 24 January 2017
(This article belongs to the Special Issue Educational Justice)
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Abstract

Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other hand, it is not only political and institutional determinants that seem to be opposed to that. In class, there are moments that counteract the abolition of educational injustice. Because of its complexity, confinement of interest and inner differentiation, the pressing problem of injustice in educational processes can only be processed in the complex access at the macro-, meso- and micro-level. The concern of the thoughts at hand is on their interpenetration of analytical, hermeneutical and pragmatical factors and, in that respect, we look to outline the demands on religious educational processes in religious education in schools. View Full-Text
Keywords: education; educational justice; justice; didactics; appraisal; habitus; performance evaluation education; educational justice; justice; didactics; appraisal; habitus; performance evaluation
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Grümme, B. Educational Justice Due to More Education? Requests for a Solution Strategy. Educ. Sci. 2017, 7, 21.

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