To save content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about saving content to .
To save content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about saving to your Kindle.
Note you can select to save to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
What kind of education is needed for democracy? How can education respond to the challenges that current democracies face? This unprecedented Handbook offers a comprehensive overview of the most important ideas, issues, and thinkers within democratic education. Its thirty chapters are written by leading experts in the field in an accessible format. Its breadth of purpose and depth of analysis will appeal to both researchers and practitioners in education and politics. The Handbook addresses not only the historical roots and philosophical foundations of democratic education, but also engages with contemporary political issues and key challenges to the project of democratic education.
In this chapter I will defend the thesis that there are good reasons to support certain forms of the practice common among states of giving and receiving official development assistance (ODA). These reasons are grounded in a discourse-theoretic, internationalist account of global justice and represent a novel moral rationale for certain forms of this international development practice. By moral rationales for international development practice I refer to moral justifications for the promotion of development activities across national borders. This promotion is conducted both by governmental and intergovernmental institutions such as, respectively, the British Department for International Development and the United Nations Development Programme. However, we will see that the forms of international development practice that discoursetheoretic Internationalism supports are recognizably different from the ones generally practiced today.
This discourse-theoretic, internationalist moral rationale agrees with theorists of global distributive justice – like Beitz, Pogge, Caney, and Brock – that participation in certain forms of international development practice can count as a demand of justice instead of solely a demand of humanity. Yet it also rejects their view that the moral rationale for international development practice is to further realize an ideal of global distributive justice. Rather, I will present a different moral rationale, contending that this practice can contribute to establishing certain domestic socio-political structures that are required by global discursive justice. This is because, by fostering in various ways democratic practices at the domestic level, certain forms of international development practice help to satisfy the intranational conditions of a fundamentally just global basic structure. Thereby the processes of opinion and will formation at the international level can eventually be properly structured so as to permit the discursive justification of principles of global distributive justice that one may reasonably presume to be justified. I emphasize ‘eventually’, since, in addition to the fulfillment of the intranational conditions, certain international conditions regarding the degree of inequality in justificatory power at the international level must also be satisfied.
Email your librarian or administrator to recommend adding this to your organisation's collection.