Social Justice, Education and Identity by Carol Vincent

By Carol Vincent

This publication solutions key questions relating to social justice in schooling. Its relevant topic is how the schooling method, via its association and practices, is implicated within the realisation of simply or unjust social results. specifically, the writers study the ways that the identities of people and teams are shaped and reworked in faculties, faculties and universities.The e-book comprises examples drawn from early years via to better schooling. It has a twin concentration, addressing:* theoretical debates in social justice, together with how the concept that of social justice will be understood, and theoretical concerns round social capital, and sophistication and gender copy* the formation of learner identities targeting how those are differentiated by way of type, ethnicity, gender, sexuality and (dis)ability.Carol Vincent has assembled a wide-ranging number of lucidly argued essays by way of a panel of across the world revered participants. The authors draw on their present and up to date examine to notify their writing and so thought is balanced with wide empirical facts. for this reason the debates persisted the following have implications for coverage and perform, in addition to being theoretically and analytically rich.This publication will offer unrivalled assurance of the topic for researchers, teachers, practitioners and policymakers in schooling.

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One aspect of this approach is the view that art forms should make audiences more aware that larger social arrangements…can be transformed: these arrangements do not last for ever, and purposeful human activity can change them… At the core of [Brecht’s] project is the belief in members of the audience as producers of meaning and agents of social change… [T] he purpose of such a project is clear—to develop the kind of knowledge of the world which allows a sense of its transformability, and to develop the skills which enable people to participate in such change.

The result may be ‘an attenuated creature’ (Cohen 1992:183). This chapter asks just how attenuated that market creature might be. However, the education market does not invent or import an entirely new values system; rather it draws upon classical liberal views underpinned by political and economic individualism. These individualisms hail and celebrate independent and rational beings ‘who are the sole generators of their own wants and preferences and the best judges of their own interests’ (Lukes 1974:79).

277–8). It seems to us that the lesson of Gandin and Apple’s research is that in order to take just practices seriously it is necessary both to celebrate what has been and can be done and at the same time theoretically to interrogate practice with a view to refining those practices. In a sense, Gandin and Apple’s analytic approach is a model of the method we are advocating here. Conclusion We strongly suggest that the focus upon concrete attempts at enacting social justice in and around educational sites is important for future policy sociology.

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