ABSTRACT
The article from which my extract is drawn explores a way of re-reading JeanJacques Rousseau and Mary Wollstonecraft’s influential eighteenth-century books on education, with the aim of re-thinking how social justice is relevant in educational practices. It compares and contrasts how concepts of nature and of education are brought together in the work of these two writers. It then shows how their different conceptions have some implications for how teachers should relate to their students and to the curriculum, in ways that enhance the possibilities of social justice in the classroom and, ultimately, in the world. Thus the extract also contributes to the increasing body of work in educational philosophy that examines educational relationships.
