240 Pages
by
Routledge
240 Pages
by
Routledge
240 Pages
by
Routledge
Also available as eBook on:
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... Read more
Introduction Social Justice, Education and Identity: An Introduction C. Vincent 1. Towards a sociology of just practices: An analysis of plural conceptions of justice A. Cribb & S. Gewirtz 2. Social justice in the head: Are we all libertarians now? S. Ball 3. Shifting class identities? Social class and the transition to higher education D. Reay 4. Social justice and non-traditional participants in higher education: A tale of 'border-crossing', instrumentalism and drift G. Bhatti 5. Education and community health: identity, social justice and lifestyle issues in communities L. Tett 6. Male working class identities and social justice: a reconsideration of Paul Willis' Learning to Labour in light of contemporary research M. Arnot 7. Avoiding the issue: Homophobia, school policies and identities in secondary schools D. Epstein, R. Hewitt, D. Leonard, M. Mauthner & C. Watkins 8. Masculinities, femininities and physical education: Bodily practices as reified markers of community membership C. Paechter 9. Science education for social justice M. Reiss 10. The development of young children's ethnic identities: Implications for early years practice P. Connolly 11. Special educational needs and procedural justice in England and Scotland S. Riddell 12. Social justice, identity formation and social capital: Social diversification policy under New Labour E. Gamarnikow & A. Green
Biography
Carol Vincent is Senior Lecturer in Education Policy at the University of London's Institute of Education.
'There is something in here for most practitioners in the sector, as well as those who are solely academic' - Sue Crowley, Learning and Skills Research
'[This book] offer[s] important insights into the ways in which schools circumscribe the educational experiences of LGBTQ students..offer[s] a compelling critique of heteronormative violence imposed upon LGBTQ populations...reconfigures out existing notions of what it means to foster democratic schooling.' - Educational Theory, Volume 57, Number 1, February 2007
