Social Justice, Epistemology and Educational Reform

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Abstract

The paper explores the work of four contemporary theorists of educational reform, following deep currents in epistemology and the theory of rationality. An examination of the positions yields a controversial epistemological conclusion which promotes the examination of philosophical issues relevant to education and the modernist/postmodernist debate.

Original languageEnglish
Pages (from-to)369-386
Number of pages18
JournalJournal of Philosophy of Education
Volume29
Issue number3
DOIs
Publication statusPublished - Nov 1995

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