Sheron Fraser‐Burgess
Biographic Data
| ID | 5397665 |
|---|---|
| NAME | Sheron Fraser‐Burgess |
| GIVEN NAMES | Sheron |
| FAMILY NAME | Fraser‐Burgess |
| SIGNATURE | BURGESS S F |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0002-8205-7902 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Surrendering Noble Lies Where We Buried the Bodies: Formative Civic Education for Embodied Citizenship
To enact democracy, which is to live in communication with difference, requires a formative process that involves an education of the whole person for and through civic life. Drawing on Charles Mills's theory of Herrenvolk ethics and Jonathan Lear's analysis of psychosocial lapses that ail us, Sheron Fraser‐Burgess and Chris Higgins pursue a critical, historiographical, and psychosocial reading of our failures to live up to this aspiration, offer…
Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Provincializing white racial ideology: Mills’ social ontology and philosophy of education
Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of racial constructivism for modern philosophy in order to explain the enduring orthodoxies of its Anglo-centric dominance. This paper invokes the term, supervenience , to further elucidate the causal bearing of race on…
Democratizing philosophy for children: Of difference and diverse ideas in Gareth Matthews’ Corpus
Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores the Philosophy for Children movement, and the way the work of Gareth B. Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explo…
Does Mills’ epistemology suggest a hermeneutic injustice of White Afroscepticism
Charles Mills posits an epistemology of ignorance that underwrites the complicity of Whites, or people of Western European descent, as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated f…
Education for individual fulfilment as social: Grappling with obstructions to growth
In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of indust…
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation
In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwes…
Blackness (Un)defined by Whiteness: Possibilities for Education, Interiority, and Democracy
Accountability and Troubling the Caring Ideal in the Classroom: A Call to Teacher Citizenry
This work considers challenges facing the classroom caring ideal that Nel Noddings’ ethics of care theory exemplifies. It is evident that conditions of a neoliberal regime of accountability, a contested Common Core, and high stakes testing undermine the plausibility of this vaunted relation in the classroom. Along these lines, market logics operating in K-12 education can further hinder the predominantly white teaching force from caring for their…
Scholars of color turn to womanism: Countering dehumanization in the academy
The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black wom…
Group Identity, Deliberative Democracy and Diversity in Education
Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of…
Group Identity, Deliberative Democracy and Diversity in Education
Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of…
Scholars of color turn to womanism: Countering dehumanization in the academy
The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black wom…
Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Accountability and Troubling the Caring Ideal in the Classroom: A Call to Teacher Citizenry
This work considers challenges facing the classroom caring ideal that Nel Noddings’ ethics of care theory exemplifies. It is evident that conditions of a neoliberal regime of accountability, a contested Common Core, and high stakes testing undermine the plausibility of this vaunted relation in the classroom. Along these lines, market logics operating in K-12 education can further hinder the predominantly white teaching force from caring for their…
Group Identity, Deliberative Democracy and Diversity in Education
Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of…
Accountability and Troubling the Caring Ideal in the Classroom: A Call to Teacher Citizenry
This work considers challenges facing the classroom caring ideal that Nel Noddings’ ethics of care theory exemplifies. It is evident that conditions of a neoliberal regime of accountability, a contested Common Core, and high stakes testing undermine the plausibility of this vaunted relation in the classroom. Along these lines, market logics operating in K-12 education can further hinder the predominantly white teaching force from caring for their…
Scholars of color turn to womanism: Countering dehumanization in the academy
The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black wom…
Blackness (Un)defined by Whiteness: Possibilities for Education, Interiority, and Democracy
Provincializing white racial ideology: Mills’ social ontology and philosophy of education
Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of racial constructivism for modern philosophy in order to explain the enduring orthodoxies of its Anglo-centric dominance. This paper invokes the term, supervenience , to further elucidate the causal bearing of race on…
Democratizing philosophy for children: Of difference and diverse ideas in Gareth Matthews’ Corpus
Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores the Philosophy for Children movement, and the way the work of Gareth B. Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explo…
Does Mills’ epistemology suggest a hermeneutic injustice of White Afroscepticism
Charles Mills posits an epistemology of ignorance that underwrites the complicity of Whites, or people of Western European descent, as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated f…
Education for individual fulfilment as social: Grappling with obstructions to growth
In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of indust…
Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation
In order to explore whether the WatermarkTM Educator Disposition Assessment (EDA) is an equitable assessment for all teacher candidates regardless of race, this study used a Quantitative Critical Race Theory (QuantCrit) methodological design to analyze a pilot implementation of the assessment representing 650 discreet disposition assessments undertaken in 24 designated courses in five distinct programs of educator preparation at a midsized Midwes…
Surrendering Noble Lies Where We Buried the Bodies: Formative Civic Education for Embodied Citizenship
To enact democracy, which is to live in communication with difference, requires a formative process that involves an education of the whole person for and through civic life. Drawing on Charles Mills's theory of Herrenvolk ethics and Jonathan Lear's analysis of psychosocial lapses that ail us, Sheron Fraser‐Burgess and Chris Higgins pursue a critical, historiographical, and psychosocial reading of our failures to live up to this aspiration, offer…
Decolonizing democratic aims of education in Botswana: Kagisano and outcome-based education
Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is driven by outcome-based education (OBE), with its m…
Political science (10 works) · Sociology (10 works) · Law (8 works) · Politics (8 works) · Epistemology (7 works) · Law (7 works) · Democracy (6 works) · Philosophy (5 works) · Critical Race Theory in Education (4 works) · Philosophy (4 works)