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In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 52, Heft 4, S. 397-404
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 48, Heft 5, S. 499-502
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 47, Heft 3, S. 241-245
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 45, Heft 3, S. 245-248
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 44, Heft 5, S. 585-589
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 42, Heft 4, S. 445-453
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 41, Heft 3, S. 321-331
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 40, Heft 3, S. 409-417
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 39, Heft 1, S. 235-253
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 38, Heft 3, S. 233-265
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 50, Heft 3, S. 195-204
ISSN: 1467-873X
In: British journal of sociology of education, Band 38, Heft 8, S. 1190-1202
ISSN: 1465-3346
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 46, Heft 1, S. 1-7
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 45, Heft 2, S. 147-153
ISSN: 1467-873X
Faced with the facts of economic inequality, the wealthy are confronted with a particular set of moral, social, and political questions, not least of which is the question of how to preserve a sense of being a "good" human being. In the case of justifying privilege, the problem becomes how to position oneself as being uniquely able to enact a superior moral character. In this response to Swalwell's article, we argue that her data show how being good and having moral standing is a social outcome that is premised on the unequally distributed ability to do certain things, to enact certain roles, and to mobilize particular discourses. Swalwell demonstrated the complicated ways in which privileged students understand what it means to have a commitment to social justice, and her analysis raises questions about the possibility of as well as the potential for educating students with economic privilege toward social justice commitments. In this response we highlight the important symbolic role that economically disadvantaged groups play in the imaginary of students who attend elite private schools and what this illustrates about the ways in which they are complicit in sustaining social inequality.
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