Social Justice, Education, and Identity
Psychology Press, 2003 - Education - 227 pages
This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organization and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities.
The book contains examples drawn from early years through to higher education. It has a dual focus, addressing:
* theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction
* the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability.
Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich.
This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education
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Social justice and nontraditional participants in higher education A tale of border crossing instrumentalism and drift
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Masculinities femininities and physical education Bodily practices as reified markers of community membership
Science education for social justice
The development of young childrens ethnic identities Implications for early years practice
Special educational needs and procedural justice in England and Scotland
Social justice identity formation and social capital School diversification policy under New Labour
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action activities analysis approach areas argued associated authority awareness become bodies boys challenge chapter choice concept concerned consider construction context course critical cultural decision discussion dominant economic effects equal ethnic example experiences femininity forms gender girls higher education homophobic identify identity important individual inequalities institutions interests interview involved issues knowledge Labour lads learning lives London male masculinity means middle,class mother nature needs Open opportunities parents participation particular perspective physical play political position possible practice principles problem professionals question relations responsibility role Routledge seen sense social justice society structures suggest teachers teaching theory things tion understanding University Press values Willis women working,class young
Page 5 - Far from being grounded in a mere "recovery" of the past, which is waiting to be found, and which, when found, will secure our sense of ourselves into eternity, identities are the names we give to the different ways we are positioned by, and position ourselves within, the narratives to the past