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ED POL 540

EGALITARIANISM AND EDUCATIONAL JUSTICE

3 credits.

Examines significant disagreements about educational justice-about the very concept of educational justice; about the most plausible substantive account of educational justice and the way that an ideal of equality bears on it; and about what kinds of policies the most plausible account of educational justice would require in circumstances like our own. Introduces tools that contemporary moral and political philosophers use to investigate those questions. Understand and evaluate efforts to resolve those questions.

Prerequisites & course information

Requisites: Junior standing Course Designation: Core GenEd - Humanities & Arts Breadth - Humanities Level - Advanced L&S Credit - L&S Liberal Arts and Science Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Fall 2026 Learning Outcomes: 1. Explain the structure of, and the differences among, major accounts of educational justice that have been defended in the literature on the philosophy of education Audience: Both Grad & Undergrad 2. Examine the educational policies that different accounts of educational justice would favor, and evaluate existing educational policies by the standards of different accounts of educational justice Audience: Both Grad & Undergrad 3. Construct and evaluate complex normative—moral and political—arguments about the concept of educational justice, the most plausible account of educational justice, and the practical implications of accounts of educational justice Audience: Both Grad & Undergrad 4. Construct and defend novel versions, objections, and assessments of egalitarian theories of educational justice for educational policy and practice by conducting original philosophical research. Audience: Graduate Learning Outcomes: 1. Explain the structure of, and the differences among, major accounts of educational justice that have been defended in the literature on the philosophy of education Audience: Both Grad & Undergrad 2. Examine the educational policies that different accounts of educational justice would favor, and evaluate existing educational policies by the standards of different accounts of educational justice Audience: Both Grad & Undergrad 3. Construct and evaluate complex normative—moral and political—arguments about the concept of educational justice, the most plausible account of educational justice, and the practical implications of accounts of educational justice Audience: Both Grad & Undergrad 4. Construct and defend novel versions, objections, and assessments of egalitarian theories of educational justice for educational policy and practice by conducting original philosophical research. Audience: Graduate

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