My work focuses on place of education in a diverse and multicultural democratic society. Specifically, I am interested in the educational values and aims that should define such a society and how a democratic community should best go about deciding on such values and aims.

My central focus has been on developing a democratic theory that includes the educational interests of citizens and its implications for educational policy and teacher practice. I have carried out this work through the application of Jurgen Habermas’ theory of discourse ethics.

I am also interested in the aims and values of higher education and, in particular, issues related to fair access to higher education.


(For a full list see my Google Scholar page)


Martin, C. (2014). Education in a Post-Metaphysical World: Rethinking Educational Policy and Practice Through Jürgen Habermas’ Discourse Morality. Bloomsbury Publishing.

Cuypers, S. E., & Martin, C. (2014). RS Peters (Vol. 18). Bloomsbury Publishing.

Articles & Chapters

Martin, C. (2016). Should students have to borrow?. Impact, 2016(23), 1-37.

Martin, C. (2015). Nudging the public sphere: a Habermasian perspective on public deliberation as an aim of moral education. Journal of Moral Education,44(4), 440-456.

Martin, C. (2015). When the ideal of liberal egalitarianism meets the fact of austerity: reorienting philosophical perspectives on educational policy.Journal of Education Policy, 30(2), 201-219.

Martin, C. (2014). Transitional justice and the task of inclusion: A Habermasian perspective on the justification of aboriginal educational rights.Educational Theory, 64(1), 33-53.

Kotzee, B., & Martin, C. (2013). Who should go to university? Justice in university admissions. Journal of Philosophy of Education, 47(4), 623-641.

Martin, C. (2013). On the Educational Value of Philosophical Ethics for Teacher Education: The Practice of Ethical Inquiry as Liberal Education.Curriculum Inquiry, 43(2), 189-209.

Research Grants

“The Epistemology of Educational Policy-Formation” SSHRC Insight Development Grant (2013 – Present)

How should a democracy society decide on the educational values and aims that will affect all citizens? In this project I am seeking to apply democratic theory to better understand how educational policies should be decided in a liberal democracy. In the project I am interested in identifying the procedures that should define legitimate (and ethical) educational policy.

“Autonomy, Adulthood, and the Aims of Post-Compulsory Education in Liberal Democracies.” Spencer Foundation (2015 – Present)

What is the place of education in the lives of adults? Much educational theory and policy has focused on the kind of education that a society should offer its children. But what values and aims should define an education for adults, and what institutions and policies should support such values and aims? In this project I address controversial issues in post-compulsory education such as student debt and access to higher education.