Books by Michael S Merry
There is a loud and persistent drum beat of support for schools, for citizenship, for diversity a... more There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice.
The European Convention on Human Rights guarantees freedom of education, including the opportunit... more The European Convention on Human Rights guarantees freedom of education, including the opportunities to create and operate faith-based schools. However, as European societies become more religiously diverse and ‘less religious’ at the same time, the role of faith-based schools is increasingly being contested. Serious tensions have emerged between those who ardently support religious schools in their various forms, and those who oppose them. Given that faith-based schools enjoy basic constitutional guarantees in Europe, the controversy around them often surrounds issues of public financing, degrees of organisational and pedagogical autonomy, and educational practices and management.
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
In this book I argue that school integration is not a proxy for educational justice. I demonstra... more In this book I argue that school integration is not a proxy for educational justice. I demonstrate that the evidence consistently shows the opposite is more typically the case. I then articulate and defend the idea of Voluntary Separation, which describes the effort to redefine, reclaim and redirect what it means to educate under preexisting conditions of segregation. In doing so, I further demonstrate how voluntary separation is consistent with the liberal democratic requirements of equality and citizenship. The position I defend is not opposed to integration but rather is a justified response to the daily experience of frustration and disappointment with a system that has failed members of marginalized groups for too long. I argue that most voluntary separation experiments in education, far from being motivated by a sense of racial, cultural or religious exclusion, are in fact driven among other things by a desire for a quality education, not to mention community membership and self respect. As such, voluntary separation represents a morally robust pragmatic strategy that is able to answer liberal challenges concerning involuntary stratification, ethnocentrism and democratic deliberation.
This volume represents a rich multi-disciplinary contribution to an expanding literature on citiz... more This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong. Contributions include Tariq Modood, Andrew March, Charlene Tan, Yedullah Kazmi, Lucas Swaine, Rosnani Hashim, Matthew Nelson, Ahmet Kuru and Robert Hefner.
In this book I offer a critical, comparative and empirically-informed defense of Islamic schools ... more In this book I offer a critical, comparative and empirically-informed defense of Islamic schools in the West. To do so I elaborate an idealized philosophy of Islamic education, against which I evaluate the very different empirical situation in the Netherlands, Belgium and the United States. I examine in detail notions of cultural identity and cultural coherence, the scope of parental authority v. a child's interests, as well as the state's hypothetical role in regulating religious schools.
Papers by Michael S Merry
The Epistemology of Ability, 2025
In matters concerning knowledge of ability, the philosophy of education is but a more specific fo... more In matters concerning knowledge of ability, the philosophy of education is but a more specific form of applied epistemology. Yet philosophers of education also understand that any knowledge we may have of an individual’s abilities cannot – indeed should not – be divorced from its ethical ramifications. This is because purported knowledge about ability is used to inform decisions concerning educational opportunity, and these bear directly upon questions of fairness. In this chapter I examine a number of these epistemic and ethical questions in some detail, in particular as they pertain to the epistemology of ability. I then illustrate these concerns by focusing my attention on higher education, in particular a hiring decision in the university, where I investigate the kinds of knowledge that a selection committee for a PhD position ought to have at their disposal in order to make an informed and fair decision concerning the abilities of candidates. As it concerns the fundamental epistemic questions, I will show that the procedures used to yield knowledge of abilities are often corrupted by epistemic vice and epistemic misconduct that obstruct both understanding and fair procedures. I further elucidate a conundrum that arises when the putative knowledge used to assess ability encourages nepotism. This, I will argue, raises a number of troubling questions concerning the production of knowledge in the university.
Teaching Controversy: The politics and ethics of classroom conflict, 2025
In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in ... more In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in schools is both naïvely optimistic for what it hopes to accomplish, and ill-advised for what it fails to consider vis-à-vis the conditions necessary for its implementation. It is naïvely optimistic for what it expects of ordinary teachers under the conventional working conditions in most schools. And it is ill-advised because such exercises are only likely to exacerbate – rather than mitigate – tensions in both classrooms and communities of diverse background and opinion. Nothing in what I will argue means that successfully ‘teaching the controversy’ in schools is impossible. Exceptional teachers do exist. Nevertheless, I will demonstrate why exceptional teachers only serve to prove the rule. Indeed, I aim to show why even the rare teacher who does possess the relevant training, competence and moral courage is nevertheless prudent to abstain from broaching controversial material in class.
Tribal College and University Research Journal, 2025
Tribal Colleges and Universities (TCUs) have a unique position in the landscape of higher educati... more Tribal Colleges and Universities (TCUs) have a unique position in the landscape of higher education vis-à-vis trauma-informed pedagogy insofar as nearly all of their students identify with a cultural group that has experienced genocide, that continues to experience discrimination and poverty, and whose families are inevitably affected by serious psychological problems that plausibly might be considered as responses to trauma. In this paper, we principally concern ourselves with the healing role that TCUs are playing in the quest to repair the historical damage that has been done and also that continues to be done. Accordingly, we detail the important work they do. But, in doing so, we also closely examine the Indigenous historical trauma theoretical framework, which figures prominently in the thinking of many TCU staff, and suggest that a resiliency focus can helpfully assist with resolving a number of theoretical difficulties. We then move to assess the practical dimensions of healing and resilience in the Tribal College as staff members tackle the myriad challenges facing not only their students, but Tribal Nations more generally in the 21st century and beyond.
Critical Studies in Education, 2024
Increasing parts of the world population have rudimentary reading and writing skills but limited ... more Increasing parts of the world population have rudimentary reading and writing skills but limited command of grammar, syntax and spelling. This functional illiteracy has detrimental effects on labor market participation, population health and political stability. Geographies of illiteracy also include affluent societies like the Netherlands, a country that is not only illustrative of a widespread phenomenon, but arguably also a bellwether of things to come elsewhere in the world if these developments are not reversed. This exploratory paper focuses on two institutional spaces where the literacy crisis is conventionally addressed: schools and public libraries. We argue that while each has a contribution to make, neither institution is currently able to curtail the trend, partially because preferred literacy promotion methods are incongruent with rapidly evolving changes in the literacy landscape, especially regarding youth communication. We consider three possible responses to our current literacy crisis and conclude that efforts to curb functional illiteracy require a pragmatic and multi-pronged approach, and perhaps even some counterintuitive strategies.
Social and Cultural Geography, 2023
Public libraries are more than information providers; they increasingly serve as key social infra... more Public libraries are more than information providers; they increasingly serve as key social infrastructures. Financial pressures, decreasing membership and digitalisation require libraries to reinvent themselves as primarily spaces of an encounter. This paper focuses on the retooling of small public libraries in the Netherlands as social infrastructure and the formal and informal library practices (‘infrastructuring’) that are required for the library to function as space of encounter. The paper reports on an in-depth, single-case study based on 15 years of volunteering, participant observations, repeated interviews with staff and informal conversations with patrons. By examining the multi-purposed features of a single site, we illustrate how the library, as an exemplary public space, is being retooled by both staff and patrons. While encounters mostly seem to occur within rather than between groups, there are many meaningful acts of kindness between different people. Though the library is undeniably a social infrastructure, the paper also shows how difficult it is to document, let alone practice this social function.
The Review of Black Political Economy, 2023
Strategies for tackling educational inequality take many forms, though perhaps the argument most ... more Strategies for tackling educational inequality take many forms, though perhaps the argument most often invoked is school integration. Yet whatever the promise of integration may be, its realization continues to be hobbled by numerous difficulties. In this paper we examine what many of these difficulties are. Yet in contrast to how many empirical researchers frame these issues, we argue that while educational success in majority-minority schools will depend on a variety of material and non-material resources, the presence of these resources does not require school integration; indeed sometimes the most crucial resources are easier to foster in its absence. To that end, we briefly canvass the evidence from the United States on high performing majority-minority schools serving poor and minority students. Yet because these debates are so contentious in the American context, we pivot away from the U.S. to consider a different country, the Netherlands. We invite the reader to consider an analogous case where racial injustice and educational inequality are just as serious, yet where differences in the state school system might prove instructive concerning how some majority-minority schools choose to respond to existing segregation, but more importantly how educational success can occur in the absence of integration.
Theory and Research in Education, 2023
In this article, I examine a case involving an equity-minded parent caught in a quandary about wh... more In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among 'friends', where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives-but also their school choices-actually matter if the inequitable outcomes seem to remain unchanged.
Journal of Philosophy of Education, 2021
There are many things that can be done to educate young people about controversial topics - inclu... more There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and finally, the not unlikely indifference - if not outright hostility - expressed by far too many members of the dominant group. For these reasons, we think it best to expand the scope of educational possibilities one is willing to consider.
Handbook on Patriotism, Jan 1, 2020
In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the ma... more In this chapter, I develop a pragmatic defense of critical patriotism, one that recognizes the many personal and social benefits of patriotic sentiment yet which is also infused with a passion for justice. Though the argument is pragmatic given the ubiquity of patriotic sentiment, I argue that critical patriotism
is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
Public Health Ethics, 2019
When are we morally obligated as a society to help the homeless, and is coercive interference jus... more When are we morally obligated as a society to help the homeless, and is coercive interference justified when help is not asked for, even refused? To answer this question, we propose a comprehensive taxonomy of different types of homelessness and argue that different levels of autonomy allow for interventions with varying degrees of pressure to accept help. There are only two categories, however, where paternalism proper is allowed, be it heavily qualified. The first case is the homeless person with severely diminished autonomy as a result of mental illness, and the second case is the homeless person who runs a risk of serious and imminent harm to self. In the first case, namely, that of soft paternalism, we argue that coercive intervention in the case of a refusal to accept help should be focused on the provision of housing that meets basic needs—needs that we outline in the article. In the case of imminent and severe harm to self, the case of hard paternalism, we argue that forced intervention can only be allowed if it is temporary and local, namely focused on getting someone out of harm's way.
Comparative Education, 2020
In this paper we examine the role the Dutch gymnasium continues to play in the institutional main... more In this paper we examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end we examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. We argue that there is a strong correlation between a higher social class background and the concern to transmit one’s cultural habitus. We further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalize the necessity of its existence.
Encyclopedia of Educational Philosophy and Theory, 2018
Taking equality seriously means that we ought to consider the ways in which persons are not only ... more Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be undesirable both for reasons having to do with individual liberty as well as social need.
Critical Review of International Social and Political Philosophy, 2012
In this paper I argue that self-respect constitutes an important value, and further, serves as an... more In this paper I argue that self-respect constitutes an important value, and further, serves as an important basis for equality. I also argue that under conditions of inequality-producing segregation, voluntary separation in schooling may be more likely to provide the resources necessary for self respect. Accordingly, I defend a prima facie case of voluntary separation for stigmatized minorities when equality – as equal status and treatment – is not an option under either the terms of integration or involuntary segregation.
Theory and Research in Education, Jan 1, 2008
In this article I examine two basic questions: first, what constitutes a gifted person, and secon... more In this article I examine two basic questions: first, what constitutes a gifted person, and secondly, is there justification in making special educational provision for gifted children, where special provision involves spending more on their education than on the education of ‘normal’ children? I consider a hypothetical case for allocating extra resources for the gifted, and argue that gifted children are generally denied
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.
Journal of School Choice, 2020
In this essay I ask what educational justice might require for children with autism in educationa... more In this essay I ask what educational justice might require for children with autism in educational settings where “inclusion” entails not only meaningful access, but also where the educational setting is able to facilitate a sense of belonging and further is conducive to well-being. I argue when we attempt to answer the question “do inclusion policies deliver educational justice?” that we pay close attention to the specific dimensions of well-being for children with autism. Whatever the specifics of individual cases, both an attitude and policy of inclusion must permit parents to choose pragmatic alternatives, i.e., different learning environments, if educational justice is to remain the overriding goal.
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Books by Michael S Merry
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
Papers by Michael S Merry
is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.
This volume is about the controversies surrounding religious schools in a number of Western European countries. The introductory chapter briefly analyses the structural pressures that affect the position of religious schools, outlining the relevant institutional arrangements in countries such as Denmark, Germany, France, Ireland, the Netherlands, and Scotland. The following chapters provide a detailed analysis of the discussions and controversies surrounding faith-based schools in each country. Finally, the two concluding chapters aim to provide a bigger, comparative picture with regard to these debates about religious education in liberal democratic states and culturally pluralist societies.
is able to reconcile a love of one’s country with an ardent determination to reform and improve it.
educational justice if they fail to receive an education that adequately challenges
them. I further argue that an adequately challenging education is essential to human
flourishing, but that most children can be adequately challenged in schools in ways
that promote flourishing without doing so at the expense of other children.