Within the United States alone, almost fifteen percent of the population lives in poverty. Ethics in an Age of Savage Inequalities investigates what moral obligations the middle class might have to the poor. While there are no simple ethical prescriptions, the fact remains that many of us afford small luxuries while others in the world struggle to live on less than a dollar a day. James J. Winchester suggests that we can and should give not only charity, but restitution to the poor. Looking at extraction of minerals and the plight of service workers in the United States among many other things, this book demonstrates how the middle class benefits from the exploitation of the poor and harms the environment in ways that threaten people in poverty. Winchester argues that now is the time to take political action to reduce the savage inequalities in this world. Of interest to anyone involved in ethics, social justice, sociology, and even political science, Ethics in an Age of Savage Inequalities explores the idea that money is only a small part of what we owe to the poor.
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Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.
Includes proceedings of the 54th-55th annual meetings of the association, 1946-47 and proceedings of meetings of various regional psychological associations.