Social Justice, Education and Identity
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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Chapter 1 Towards a sociology of just practices
Chapter 2 Social justice in the head
Chapter 3 Shifting class identities?
Chapter 4 Social justice and nontraditional participants in higher education
Chapter 5 Education and community health
Chapter 6 Male workingclass identities and social justice
Chapter 7 Avoiding the issue
Chapter 8 Masculinities femininities and physical education
Chapter 9 Science education for social justice
Chapter 10 The development of young childrens ethnic identities
Chapter 11 Special educational needs and procedural justice in England and Scotland
Chapter 12 Social justice identity formation and social capital
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analysis argued behaviour Bourdieu boys Buckingham Cambridge Catholic challenge chapter child choice community of practice concept concerned context critical cultural curriculum discourse dominant economic education policy educational psychologists Epstein example experiences femininity practice focus forms gender Gewirtz girls higher education homophobia homophobic identity formation implications individual inequalities institutional interview issues King’s College London lads Learning to Labour lives London Mac an Ghaill male masculinity masculinity and femininity middle-class mother needs Northern Ireland ofEducation Open University Open University Press parents participation particular people’s perspective physical policy frameworks political position problem professionals Protestant pupils racism Reay recognise reified relations responsibility role Routledge science education Scotland Scottish Scottish Executive sexuality social capital social class social exclusion social justice society Sociology structures teachers teaching theory tutors understanding values whilst Willis Willis’s women working-class students young children