Tolerance, its moral ambiguity and civic value for schools

Bowie, R. (2017) Tolerance, its moral ambiguity and civic value for schools. In: Panjwani, F., Revell, L., Diboll, M. and Gholami, R., eds. Education and Extremisms: Rethinking Liberal Pedagogies in the Contemporary World. Routledge International Studies in the Philosophy of Education. London: Routledge. ISBN 9781138236110

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Abstract

Tolerance is arguably both morally ambiguous and politically essential. School leaders in England have an obligation and a legal requirement: to encourage acceptance of difference and diversity, declare in public terms, that which is unacceptable and that which, though disputable, objectionable, unpopular or disliked, is part of the permitted remit of democratic plural society. In this chapter, I shall draw mainly from Forst (2013) and Brown (2006) as leading examples of those who critically engage tolerance, and as writers who have debated with each other (Blasi and Holzhey, 2014). Brown (2006) argues that tolerance is shackled by contexts in which unbalanced power relations inevitably taint its exercise but Forst suggests it is vital to a liberal and democratic system which maximizes freedom and limits prohibition wherever possible (Forst, 2013). A critical approach to promoting values in schools in England requires a nuanced understanding of both.

Item Type: Book Section
Uncontrolled Keywords: Education; multicultural education; religion; terrorism
Subjects: L Education > LC Special aspects of education > LC0980 Types of education > LC1090 Political education > LC1091 Citizenship education
L Education > LC Special aspects of education > LC0065 Social aspects of education > LC0189 Educational sociology > LC0212 Discrimination in education
L Education > LC Special aspects of education > LC0251 Moral and religious education
Divisions: Faculty of Education > National Institute for Christian Education Research
Related URLs:
Depositing User: Dr Bob Bowie
Date Deposited: 10 Jul 2017 13:29
Last Modified: 15 Sep 2017 09:42
URI: https://create.canterbury.ac.uk/id/eprint/16013

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Last edited: 29/06/2016 12:23:00