Meanings of social justice. A critique of three plans of study for basic education

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dc.creatorMalaga Villegas, Sergio Gerardo
dc.date2016-06-02
dc.date.accessioned2021-05-19T19:41:02Z
dc.date.available2021-05-19T19:41:02Z
dc.descriptionThis article analyzes the meanings of social justice as found in three plans of study for basic education (preschool 2004, secondary school 2006, and elementary school 2009). The selection of academic material is related to two issues. First, the World Education Forum ratified the Framework for Action for the Americas, a document that considers basic education to be a fundamental human right, with social justice as its mainstay. Second, and as a consequence of the Forum, the curriculum of Mexico’s basic education was renovated during the first decade of the 21st century. Due to the priorities of this article, analysis excludes the revision of the 2011 plan of study, which is still in effect in the nation’s educational system. The article’s underlying argument is that in the indicated plans of study, social justice acquires meaning in a reductionist manner with regard to social multiplicity and complexity. In organizational terms, the article begins with a conceptual genealogy of social justice, followed by an analysis of its meanings based on certain categories (of theory and argumentation), and closes with analytical statements.en-US
dc.descriptionThis article analyzes the meanings of social justice as found in three plans of study for basic education (preschool 2004, secondary school 2006, and elementary school 2009). The selection of academic material is related to two issues. First, the World Education Forum ratified the Framework for Action for the Americas, a document that considers basic education to be a fundamental human right, with social justice as its mainstay. Second, and as a consequence of the Forum, the curriculum of Mexico’s basic education was renovated during the first decade of the 21st century. Due to the priorities of this article, analysis excludes the revision of the 2011 plan of study, which is still in effect in the nation’s educational system. The article’s underlying argument is that in the indicated plans of study, social justice acquires meaning in a reductionist manner with regard to social multiplicity and complexity. In organizational terms, the article begins with a conceptual genealogy of social justice, followed by an analysis of its meanings based on certain categories (of theory and argumentation), and closes with analytical statements.es-ES
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dc.identifierhttp://sinectica.iteso.mx/index.php/SINECTICA/article/view/627
dc.identifier.urihttps://hdl.handle.net/11117/7198
dc.languageeng
dc.publisherSinécticaen-US
dc.publisherSinécticaes-ES
dc.publisherSinécticapt-BR
dc.relationhttp://sinectica.iteso.mx/index.php/SINECTICA/article/view/627/645
dc.relationhttp://sinectica.iteso.mx/index.php/SINECTICA/article/view/627/749
dc.rightsDerechos de autor 2016 Sinécticaes-ES
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0es-ES
dc.sourceSinéctica; No 46 (2016): Educación y justicia social en Iberoaméricaen-US
dc.sourceSinéctica; Núm. 46 (2016): Educación y justicia social en Iberoaméricaes-ES
dc.sourceSinéctica; n. 46 (2016): Educación y justicia social en Iberoaméricapt-BR
dc.source2007-7033
dc.source1665-109X
dc.titleMeanings of social justice. A critique of three plans of study for basic educationen-US
dc.titleMeanings of social justice. A critique of three plans of study for basic educationes-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion

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