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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Social justice in the head Are we all libertarians now?
Shifting class identities? Social class and the transition to higher education
Social justice and nontraditional participants in higher education A tale of border crossing instrumentalism and drift
Education and community health Identity social justice and lifestyle issues in communities
Male workingclass identities and social justice A reconsideration of Paul Williss Learning to Lahour in light of contemporary research
Avoiding the issue Homophobia school policies and identities in secondary schools
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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analysis argued assessment behaviour Bourdieu boys Buckingham Cambridge Catholic challenge chapter choice community of practice concerned context critical cultural discourses dominant economic educa Education Policy educational psychologists Epstein ethnic identities example experiences femininity practice focus forms gender Gewirtz girls higher education homophobia homophobic identity formation implications individual inequalities interview issues lads Learning to Labour lives London Mac an Ghaill male masculinity masculinity and femininity middle,class Northern Ireland Open University Open University Press parents participation particular perspective physical policy frameworks political Polity Press position procedural justice professionals pupils racism recognise reified relations responsibility role Routledge science education Scotland Scottish Scottish Executive sexuality social capital social class social exclusion social justice society Sociology of Education special educational needs structures teachers teaching theory tion tutors understanding values whilst Willis Willis's women working,class students
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