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dc.contributor.authorPapastephanou, Mariannaen
dc.creatorPapastephanou, Mariannaen
dc.date.accessioned2017-07-27T10:42:56Z
dc.date.available2017-07-27T10:42:56Z
dc.date.issued2001
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38456
dc.description.abstractAs societies forfeit increasingly their homogeneous character and cross-cultural encounters are being multiplied, demands for multicultural and Other- oriented education appear legitimate and convincing. However, to endorse such demands does not suffice on its own, if it is not accompanied by appropriate theoretical shifts in sociological core assumptions. In this article, I propose that one such shift should concern the old coupling of modernization with societal rationalization. By discussing Habermass conception of rationalization, I defend the rejection of the identification of modernization with rational development. I show the benefits of this rejection for multicultural education by highlighting what ethnocentric vices (Martha Nussbaums term) it staves off. I conclude with some suggestions for a sociology of education that is sensitive to otherness.en
dc.sourceSociological Research Onlineen
dc.source.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-4644320192&partnerID=40&md5=3c4277c7a8370d1432bd02a68f687200
dc.titleModernization, rationalization, and education: responding to the otheren
dc.typeinfo:eu-repo/semantics/article
dc.description.volume6
dc.description.issue3
dc.description.startingpageXXXV
dc.description.endingpageXXXVI
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesCited By :2en
dc.source.abbreviationSociol.Res.Online
dc.source.otherScopusen
dc.contributor.orcidPapastephanou, Marianna [0000-0002-7304-9249]
dc.gnosis.orcid0000-0002-7304-9249


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