Democratic Education as Inclusion

Nuraan Davids is associate professor of philosophy of education, and the chairperson of the Department of Education Policy Studies in the faculty of education at Stellenbosch University. Yusef Waghid is distinguished professor of philosophy of education in the Department of Education Policy Studies at Stellenbosch University.

Foreword: The Just Demands of Democratic Inclusion: Ubuntu Communities and Democratic Education, by Ronald David Glass Preface Chapter 1: Democratic inclusion/exclusion: On an imagined commensurability Chapter 2: Democratic citizenship education and dissensus as inclusion Chapter 3: Race as a social (re)construction of exclusion Chapter 4: Intersectionality, race and ethnicity Chapter 5: Gender and citizenship: conceptions and contestations Chapter 6: Equality as an imperative for democratic citizenship education Chapter 7: Under-representation as a pervasive impediment to democratic education Chapter 8: Why representation matters in teaching and learning Chapter 9: Democratic citizenship education revisited: Re-opening debate about engagement and belonging Chapter 10: Democratic citizenship education versus cosmopolitan education: an unwelcome contestation or not? Bibliography About the authors

While democracy is idealised around the world, equal access to the rights and sense of belonging associated with democratic citizenship remains out of reach for many people living in democratic societies today. In Democratic Education as Inclusion, Davids and Waghid consider who is included and excluded and how in democratic spaces. Drawing on a wide range of thinkers, they create a richly layered account of how identity, belonging, inclusion, and exclusion are interwoven in public spaces. In so doing, they elucidate the critical need to rethink cherished concepts like democracy and equality and troublesome ideas about race, ethnicity, and gender, reaffirming the vital task of examining education as a site for greater social justice. -- Liz Jackson, Education University of Hong Kong This wonderful volume carefully weaves together different threads around race and ethnicity, gender, intersectionality, inclusion and equality to craft a persuasive and original philosophical contribution to the field. The resulting beauty of its tapestry shows how democratic citizenship education and cosmopolitan education are not mutually exclusive, but offer an original provocation for how we might inhabit the world. Its rich and timely scholarship has profound implications not only for our schools, universities, and for the field of philosophy of education, but also for how we express our own identity, and for how we give attentiveness to the other in all its otherness. -- Amanda Fulford, Edge Hill University While democracy is idealised around the world, equal access to the rights and sense of belonging associated with democratic citizenship remains out of reach for many people living in democratic societies today. In Democratic Education as Inclusion, Davids and Waghid consider who is included and excluded and how in democratic spaces. Drawing on a wide range of thinkers, they create a richly layered account of how identity, belonging, inclusion, and exclusion are interwoven in public spaces. In so doing, they elucidate the critical need to rethink cherished concepts like democracy and equality and troublesome ideas about race, ethnicity, and gender, reaffirming the vital task of examining education as a site for greater social justice. -- Liz Jackson, Education University of Hong Kong This wonderful volume carefully weaves together different threads around race and ethnicity, gender, intersectionality, inclusion and equality to craft a persuasive and original philosophical contribution to the field. The resulting beauty of its tapestry shows how democratic citizenship education and cosmopolitan education are not mutually exclusive, but offer an original provocation for how we might inhabit the world. Its rich and timely scholarship has profound implications not only for our schools, universities, and for the field of philosophy of education, but also for how we express our own identity, and for how we give attentiveness to the other in all its otherness. -- Amanda Fulford, Edge Hill University