Year: 2026
Type: article
Abstract: Many academics assert a link between the principles that ought to determine the selection of teaching material in higher education and the principles that ought to govern a just society. This article considers five models of this relationship: (1) Identification , in which good syllabus design is part of social justice; (2) Isomorphism , in which a good syllabus takes the same form as a just society; (3) Instrumentalism , in which a good syllabus is a means for achieving social justice; (4) Isolationism , which seeks to protect syllabus design from undue social influence; (5) Interdependence , in which the quality of a syllabus and the justice of a society depend on each other in a variety of complex ways. I conclude that Interdependence incorporates the most important insights of the other four models while avoiding their individual limitations.
Source: The Review of Politics
Author: Michael L. Frazer
Institution: University of Glasgow
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,550
Funder: Spencer Foundation
Award: G2387544705
OpenAlex ID: W7150949840
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