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Clara Sabbagh - Socializing Justice, Inbunden

Inbunden, Engelska, 2022

Socializing Justice

The Role of Formal, Non-Formal, and Family Education Spheres

Av Clara Sabbagh

Del i serien PERSPECTIVES ON JUSTICE AND MORALITY

922 kr

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Beskrivning
This book offers a comprehensive view of the numerous roles of justice in three education spheres--public and globalized schools, nonformal education, and the family. It develops a heuristic framework for taking account of issues related to distributive justice in the everyday lives of children and young people and to the pillars of justice in various socialization settings, also examining justice research as it intersects with sociology of education, social psychology, and political philosophy. It relies on the quantitative and ethnographic methodological traditions in these fields to identify controversies and illustrate how the forms of justice underlying educational spheres are universal yet sensitive to sociocultural variation.Socializing Justice is a thoughtful investigation into justice theory and research in schools, nonformal education systems, family units and the roles each play in developing social ideals in democratic societies.
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Clara Sabbagh was born and raised in Guatemala, permanently relocating to Israel in 1972. A sociologist of education by training, she heads the Department of Leadership & Policy in Education at the University of Haifa. She served as President of the International Society for Justice Research and as President of the Social Psychology Research Committee (RC42) at the International Sociological Association. She coedited the Handbook of Social Justice Theory and Research and has published in journals such as Social Psychology Quarterly and Social Justice Research.

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Crafting an important signature book, Sabbagh conveyed the intentional stance that guided her professional trajectory while offering new insights. ... Ultimately, signature books such as Socializing Justice, and the critical dialogues they invite, serve a vital role in advancing collective progress. By rendering disciplinary assumptions visible and opening conceptual space for integrative theorizing, such scholarship moves social justice research toward more reflexive, inclusive, and morally attuned accounts of education.

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