ABSTRACT
Chapter 6 subjects my global democratic conceptions of educational justice and citizenship education to critiques of autonomy and critiques of education for autonomy. The critique of autonomy critically points at the parochialism of particular understandings of autonomy, and represents a challenge of the claim that there is a universal right to a democratically adequate education. In response to this critique this chapter explains why a particular kind of democratic autonomy should be conceived as being of universal moral importance. In addition, this chapter also turns to the critique of education for autonomy that says that democratic citizenship education has normalizing and ideological effects that are morally problematic. In reply, the chapter acknowledges that normalization occurs unavoidably through any educational public policy but rejects the claim that this is necessarily morally problematic. Finally, the chapter also recognizes the problem that education for autonomy can have ideological effects, but argues that these types of effects can be avoided by self-critically designed educational public policies.
