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Justificatory Literacy and the Minimum Conception of Schooling

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Rather than striving to help students meet some comprehensive set of objectives, schooling for justice should be organized according to a ‘minimum conception of schooling’ and directed toward supporting students’ advancement along a continuum of ‘justificatory literacy.’ This normative approach to digital age schooling offers an alternative to test-driven and competency-based policymaking and practice at all educational levels. While necessarily vague given the decidedly context-dependent details of such schooling, a framework for how teaching for justificatory literacy might proceed is offered.
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Keywords: democracy; democratic deliberation; digital age schooling; justice; justificatory literacy; minimum conception of schooling; schooling for justice

Document Type: Research Article

Publication date: January 1, 2014

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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