by Winston C. Thompson
Educational research tends to borrow accounts of justice from scholarship embedded within the structures and commitments of other disciplines or fields of study. This article suggests a potentially desirable break from that pattern and employs Robbie McClintock’s work on formative justice towards articulating an account of justice that is primarily sensitive to the educational dimensions of its focus. Thompson argues that this account of the conceptual category serves as an entry point into posing distinctly educational questions in research and practice.
by Darryl De Marzio & Timothy Ignaffo
Following McClintock’s suggestion that formative justice operates as a strategy for selecting those human potentials that are deserving of educational attention, this paper explores the role of value and human motivation in such a strategy and how formative justice becomes utilized in the creation and appropriation of commons-based digital resources.
Education researcher Kyunghwa Lee discusses her article, Making the Body Ready for School: ADHD and Early Schooling in the Era of Accountability. Watch and discuss this episode of The Voice on Vialogues.
by Brett Bertucio & Benjamin Marcus
The authors of this commentary argue that religious literacy should be considered an essential part of social studies curricula, enabling students to better understand many issues in contemporary culture.
by Gary Natriello
The editors of the Teachers College Record announce a call for proposals for future TCR Yearbooks.
by Gary Natriello
This issue of the Teachers College Record Yearbook focuses on conceptualizations of engagement, the processes of engagement, portraits of engaging learning environments, and whole-school approaches to education.