Social Justice, Education, and Identity

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Carol Vincent
Psychology Press, 2003 - 227 pages
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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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Towards a sociology of just practices An analysis of plural conceptions of justice
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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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

About the author (2003)

Carol Vincent is Senior Lecturer in Education Policy at the University of London's Institute of Education.

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