1996: Johannesburg, South-Africa
Conflict and Consensus: Educational, Moral and Political Dimensions
20-23 August 1996
Plenary / keynote presentations
David Aspin: Lifelong learning for all: Concept and conceptions
Paul Hager: Lifelong education: From conflict to consensus
Kenneth Strike: Liberalism, citizenship and the private interest in schooling (reply by Terence McLaughlin)
Concurrent sessions
David Carr: Common and personal values in moral education
Rosemary Chamberlin: The relationship between democracy and education
HeImut Danner: Existential responsibility – the civic virtue
Andrew Davis: Assessment, accountability and transfer
Penny Enslin: Globalisation: Cosmopolitanism and Civic Virtue
Karen Franzen: A consensus approach to the evaluation of teachers
James Garrison: The prehistory of postmodemism, the Death of Man, and Deweyan Freedom
Padraig Hogan: The politics of identity and the experience of learning
Anthony Holiday: Prohibited pictures: Political education and Platonic elitism
Karl Hostetler: Toward a perfectionist response to ethical conflict
Daniel Lechner: Actants, networks and the modem constitution: Towards a pedagogy beyond the endless play of signifiers
Joseph Levy: Choice of language in schools
Terence Lovat & Neville Schofield: Knowledge and values in Australian civics education
Terence McLaughlin: Education, Multiculturalism and the Demands of Recognition
James Marshall: Information on ‘information’: Recent curriculum reform
Mark Mason: Towards consensus on foundational moral obligations in pluralist societies
James & Dorothy McClellan: Democracy, schools and prisons: The case for postmodernism
Darrel Moellendorf: Political constructivism and cosmopolitanism.
Wally Morrow: Teacher education and the ugly lines of segregation in South Africa
Ntomboxolo Mqumbisa: Apartheid, social cohesion and multicultural education
Barbara Norman: A postmodern endeavour: From “Being There” in conflict to “Being There” in democracy
Marjorie O’Loughlin: Overcoming the problems of difference:empathy as intercorporeality
Victor Quinn Bias: Pluralism and resolving conflict: Moves towards reasoned consensus
G T Ray Ecological consciousness and responsible stewardship: An anthropocentric contradiction.
Timothy Reagan: Language Diversity, language conflict and education
John Roe: Professional ethics in education: new dimensions in a widening field
Steven Segal: The anxiety of strangers and the fear of enemies
Scott Styles: Undergraduate humanities curricula and multiple recognition
George Subotzky: Towards a way out of the equality and difference conundrum: A response to Morrow
Roy T Tsao: Homosexuality, democratic education, and the conditions of autonomy
Donald Vandenburg: The dialectic of education for democracy
Granville: Whittle Difference-blindness and the memory of who we are
Nelleke Bakker: From manipulation to persuasion: an attempt to undermine a ‘stakeholder’s’ view of education
Nelly Boiadjieva: Art and elementary school education
Sabri Buyukduvenci: Aftermath of education: Decline of educational thought as a redemptive paradigm
Tatiana Buiko: Is education in ‘The Postmodern Condition’ in Belarus?
John Darling: John Stuart Mill on education and the state
Roy Evans & Mary Hall: Education for empowerment in a democratic society
John Halliday: Value conflicts and economic imperatives
Alison Joy Harper: Juggling purpose and hope: Implementing a new curriculum
Elizabeth Henning:Practical wisdom: a component of the professional landscape for in-service teacher education in community schools
Mike Kissack: Conflict and consensus in educational dialogue: A re-assessment of the status of critique
Wendy Kohli: A Foucauldian look at democratic discourse
Tone Kvernbekk: and A metatheory of the role of theory and experience in
Stephen P Norris: developing teacher competence
Patricia Meyer: Particularism and the burden of the universal: Multiculturalism and the paradoxes of South African education
Susan Meyer: False consciousness? The concern with quality in current South African education debates
Oliver Lincoln: Mills Moral education and the dynamics of moral development in pluralist societies
Brian Murison: Down-to-earth ethics
Jana Noel: A concentration of differences designed to extend our horizons
Dirk Postma: Education as instigation
Malcolm Purkey: Cosmopolitanism and the primacy of culture
Eric Richardson: The importance of ‘public speech’
Klavdia Sapundjieva: Religion, upbringing and the Bulgarian school
Susan Schalekamp: Conflict and consensus: A validity issue in educational research
Kholofelo Sedibe: The reconstruction of civic virtues in post-apartheid South Africa through education
Rosalie Small: Pluralism and narrative
Dimitre Tzevetkov: Some principles stimulating consensus in the field of educational sciences
Ursula van Harmelen: Theory, form and content: South Aftica’s mismatch and Jaap Kuiper in education
Elna van Heerden: Changes in moral awareness and the production of knowledge
Eliza Venter: A pluralistic approach in philosophy of education in a new South Africa
Charles ViIjoen: The indigenisation of education in South Africa: An ongoing debate
Yusef Waghid: Moral education and the dynamics of moral development in pluralistic societies
A selection of papers from the conference was published in a Special Issue of Studies in Philosophy and Education, Vol 17 No 4 (1998) edited by Shirley Pendlebury: “Conflict and Consensus: Educational, Moral and Political Dimensions”