An evaluation of aspects of social justice and democracy in the National Minimum Curriculum and their implementation in the primary schools

Abstract

This work provides an overview of what led to the publication and eventual legislation of the Maltese National Minimum Curriculum. The fifteen main principles of the document are explained and aspects of social justice and democratic reference are pinpointed. Special emphasis is placed on the distinction between justice and social justice, placing special attention on aspects where the National Minimum Curriculum either fails or succeeds in its quest of promoting social justice. The implementation of the Curriculum has to have a sense of deeper feeling of respect for others and service to other than simply legislation and legal rules. Social justice includes a duty to organize schools in such a way as to enable people to contribute to society in ways that respect their freedom and the dignity of their work. Work fulfils a person. Democracy and how it is subjectively viewed are dealt with in another section. Emphasis is placed on solidarity in education. Another section deals with the correlation between the goals of the National Minimum Curriculum and the internationally recognized theories of moral development and cognitive learning in young children. Inclusion and Gender equality are two topics dealing with social justice and democratic access to all. They are aspects which battle individualism. One has to be answerable for the common good and not just claim one's own rights.