Social Justice, Education and IdentityCarol Vincent Routledge, 2003 M12 16 - 240 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. |
From inside the book
Results 1-5 of 34
Page 4
... recognising and affirming diverse social groups by giving political representation to these groups and celebrating their distinctive characteristics and cultures' 1 1990: 240, also Yeatman 19941. Young sees this potential being realised ...
... recognising and affirming diverse social groups by giving political representation to these groups and celebrating their distinctive characteristics and cultures' 1 1990: 240, also Yeatman 19941. Young sees this potential being realised ...
Page 6
... recognised, risks imposing fixed definitions of particular groups, what it means to be. say, a black woman, a working,class mother, a lesbian, what attitudes, what values, what priorities to hold. Such a politics can be both a basis for ...
... recognised, risks imposing fixed definitions of particular groups, what it means to be. say, a black woman, a working,class mother, a lesbian, what attitudes, what values, what priorities to hold. Such a politics can be both a basis for ...
Page 10
... recognised as such by staff), and the way in which 'emphatic masculinities' make use of homophobia in the process of identity formation, by crudely dis,identifying from any perceived homosexual behaviour and attitudes. Epstein et aL ...
... recognised as such by staff), and the way in which 'emphatic masculinities' make use of homophobia in the process of identity formation, by crudely dis,identifying from any perceived homosexual behaviour and attitudes. Epstein et aL ...
Page 15
... recognise or which disparage particular cultural identities. This is just one example of a tension that might arise between different facets of justice. There are of course many others which are similarly ignored or glossed over in many ...
... recognise or which disparage particular cultural identities. This is just one example of a tension that might arise between different facets of justice. There are of course many others which are similarly ignored or glossed over in many ...
Page 17
... recognise that a number of different, and sometimes incompatible, criteria for claims may all have relevance for justice? The fourth row - again closely connected to the others - relates to the scope of models of justice, in particular ...
... recognise that a number of different, and sometimes incompatible, criteria for claims may all have relevance for justice? The fourth row - again closely connected to the others - relates to the scope of models of justice, in particular ...
Contents
15 | |
30 | |
Shifting class identities? Social class and the transition to higher education | 51 |
Social justice and nontraditional participants in higher education A tale of border crossing instrumentalism and drift | 65 |
Education and community health Identity social justice and lifestyle issues in communities | 83 |
Male workingclass identities and social justice A reconsideration of Paul Williss Learning to Lahour in light of contemporary research | 97 |
Avoiding the issue Homophobia school policies and identities in secondary schools | 120 |
Masculinities femininities and physical education Bodily practices as reified markers of community membership | 137 |
Science education for social justice | 153 |
The development of young childrens ethnic identities Implications for early years practice | 166 |
Special educational needs and procedural justice in England and Scotland | 185 |
Social justice identity formation and social capital School diversification policy under New Labour | 209 |
Index | 224 |
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Common terms and phrases
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