by Robert McClintock
This paper introduces the human problem of acting justly; it discusses the work that concepts of justice perform in human action; it situates a concept of formative justice relative to other forms of justice (i.e., distributive, retributive, social); and it explores some implications formative justice can have for educational policy and practice.
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.
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.