This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in ISI Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via ISI Web of Science (5) Citing Articles via Google Scholar Google Scholar Articles by Moses, M. S Search for Related Content Social Bookmarking                   What's this?

Affirmative Action and the Creation of More Favorable Contexts of Choice

Arizona State University

This article presents an analysis of affirmative action policy that takes into account students’ vastly different social contexts of choice. Oppressive societal structures may constrain individuals’ contexts of choice and thus limit their real choices in such a way that their nominal choices do not reflect their potential talents, abilities, and aspirations. An unfavorable context of choice may hinder students’ development of self-determination, which is a crucial underpinning of an education for justice and democracy. The aim of this article is to put forth a defense of affirmative action that is not considered within the current discourse. Because the development of a sense of self-determination is a crucial aim of a good and just education, I argue that affirmative action is necessary because of its role in combating oppressive educational structures, fostering more favorable social contexts of choice for students, and consequently, their self-determination.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				L. Parker Difference, Diversity, and Distinctiveness in Education and Learning Review of Research in Education, January 1, 2007; 31(1): xi - xv. [Full Text] [PDF]

				M. S. Moses Chapter 1: The Heart of the Matter: Philosophy and Educational Research Review of Research in Education, January 1, 2002; 26(1): 1 - 21. [PDF]