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1.
Charlene Tan 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):443-457
ABSTRACTDrawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. 相似文献
2.
Fei Wang 《Critical Studies in Education》2020,61(1):86-100
ABSTRACTThe social justice leadership research recognizes the pivotal role that educational leaders play in mobilizing the discourse and achieving social justice in schools. However, current social justice leadership studies may be seen as limited in that the variety of important themes and issues identified in the discussions of social justice within educational leadership are generally addressed in an isolated manner, focusing on specific aspects. There seems to be a lack of an overarching framework which may be used to examine social justice leadership in a holistic and multidimensional manner by taking into account leadership, organizational conditions and environment. This article aims to examine social justice leadership through the lens of the ‘Five Fundamentals’ outlined in The Art of War by the Chinese General, Sun Tzu. In doing so, the article extends the theoretical boundary in social justice leadership by considering its moral purpose, human and environmental conditions, leadership practices, and technical constraints. 相似文献
3.
Margaret Hunter 《理论付诸实践》2016,55(1):54-61
Although racial inequality is frequently studied in education, skin tone stratification has received less attention from educational researchers. Inequality by skin tone, also known as colorism, contributes to larger patterns of racial inequality for African Americans and Latina/os. Discrimination by skin tone affects many dimensions of life, including education, employment, housing, spousal status, criminal justice sentencing, and even levels of depression and self-esteem. Although skin tone differences in educational attainment are clearly documented, the actual social practices in schools that create these differences are not well understood. This article theorizes the classroom-level interactions between students, teachers, parents, and administrators that contribute to color-based discrimination in schools. Drawing on theories of social interactions and social structures—including the halo effect, the beauty queue, racial capital, and the school-to-prison pipeline—this article explores the many ways that color-based discrimination affects the educational trajectories of Latina/o and African American children. 相似文献
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Until the mid‐1970s, the politics of urban school desegregation concentrated almost exclusively on the attainment of some form of racial balance. The racial balance paradigm became the focal point for desegregation planners and for local, state and national dispute about ‘forced bussing’. However, in its 1977 Milliken II ruling, the Supreme Court added critical new elements to the urban school desegregation paradigm. By affirming a desegregation plan which included remedial education components in all‐minority schools, and which required state participation in financing these components, Milliken II heralded a new era of urban school desegregation. Resource issues and school effectiveness issues joined racial balance issues in the crucible of desegregation politics. In this chapter, the post‐Milliken politics of urban school desegregation are highlighted through examination of the St Louis and Kansas City cases. New goals, new issues, new alignments of interests and new political strategies are apparent, presenting new challenges to students of urban education policy and politics. 相似文献
6.
《Critical Studies in Education》2013,54(3):263-279
This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three-dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice. This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's ‘status model’ is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice. 相似文献
7.
Martin Mills Glenda McGregor Aspa Baroutsis Kitty Te Riele Debra Hayes 《Critical Studies in Education》2016,57(1):100-115
This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling. 相似文献
8.
Barbara Schulte 《课程研究杂志》2018,50(5):624-637
ABSTRACTIt is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. 相似文献
9.
《The Educational forum》2012,76(1):18-28
ABSTRACTRecent societal and political shifts have underscored the need for higher education programs to examine and reflect on the ways in which they address equity and social justice. As teacher-educators, we feel this call with particular urgency. In this paper, we describe our past and current efforts to engage in self-reflective inquiry and enact ways to better teach social justice in uncertain times. These efforts have included reflecting on our existing efforts as well as new directions such as creating an assignment to engage students in the analysis of their own social locations and creating a new course aimed at addressing intersectionality and social justice in education through the lens of documentary films. We recognize the need to not only address barriers to educational equity within our coursework, but also within our program itself as we work to improve our representation as well as our relationships with the surrounding schools and communities. 相似文献
10.
Leah S. Stauber 《International journal of qualitative studies in education》2017,30(6):560-575
What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización. 相似文献
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Clare Madge Markus Roos Breines Mwazvita Tapiwa Beatrice Dalu Ashley Gunter Jenna Mittelmeier Paul Prinsloo 《Learning, Media and Technology》2019,44(3):267-282
ABSTRACTMuch of the research on how social media is embedded into the educational practices of higher education students has a Western orientation. In concentrating on a case study of the varied ways in which African International Distance Education (IDE) students actively use social media to shape their learning experiences, we discuss an under-researched group. The paper draws on analysis of 1295 online questionnaires and 165 in-depth interviews with IDE students at UNISA, South Africa, one of the largest providers of IDE globally. WhatsApp emerges as ‘the’ key social media tool that opens up opportunities for IDE students to transfer, translate and transform their educational journey when studying ‘at a distance’. Although WhatsApp does provide a ‘space of opportunity’ for some students, this is framed through socio-technical marginalisation, itself a reflection of demographic legacies of inequality. Exploring social media practices though the case of African IDE students places these students centre stage and adds to the awareness of the multiple centres from which international education is practiced. 相似文献
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Miriam David 《International Studies in Sociology of Education》2013,23(1-2):87-109
ABSTRACT This paper compares and contrasts the origins, objectives and outcomes of the New Right education reform movements in Britain and the USA. It considers whether the education reforms will create a new era for schools, in terms of diversity of public and private provision and social, sexual and racial differentiation. This is despite the emphasis on quality or excellence in education as opposed to equality of educational opportunity. The origins of the reform movements are to be found in both the politics and economic developments of the ‘social democratic’ or ‘liberal’ bipartisan political consensus. The objectives of the reforms are to deal with declining international competitiveness and the raising of educational standards through consumer or parental choice. The outcomes are likely not to be a general raising of standards but rather a bifurcation in terms of a complex mix of class, race and gender. 相似文献
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Miriam David 《British Journal of Sociology of Education》1986,7(1):35-57
Teaching family matters is a matter of some political controversy. The New Right—both government and ‘pro‐family’ political pressure groups—seeks to reinforce and revive the traditional nuclear family through education, especially for family life. This is a response to what is perceived as the ‘problem of the family‘—the increase in ‘working mothers’ in lone or two‐parent families, and lone‐parent families as a result of divorce, separation, teenage or underage sex. These changes in the family have indeed occurred. The New Right blames previous administrations, in the liberal/social‐democratic consensual mode, for their creation. But no postwar government was committed to transforming the privacy of the family but to equality of educational opportunity between the sexes as a means of improving job opportunities. Such measures left the family untouched. If the ‘problem of the family’ is to be solved, more attention, from educators amongst others, must be given to the ways in which women as parents are denied equal work opportunities because of the need to bring up the children in the privacy of the family, supporting the work of schools. Family life or moral education should aim to leach about equality of adult responsibility for both work and family. 相似文献
14.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
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Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272
Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States. 相似文献
17.
Hartej Gill 《International Journal of Inclusive Education》2013,17(5-6):551-570
This article documents a two‐year journey developing and implementing a teacher education programme that required preservice teachers and teachers, administrators, and students in six cooperating schools to address issues of diversity, multi‐/transculturalisms, inclusion, anti‐racism/anti‐oppression and social justice. We describe approaches and analyse changing attitudes, commitment and activism among those who participated in this ‘Diversity’ cohort initiative—a collaboration between the University of British Columbia’s Faculty of Education and the Vancouver School Board. We profile the courage and commitment of those who began to see themselves as important allies and agents of change in Canada’s most multicultural environment. We acknowledge the less successful aspects, and generate implications for teacher education partnerships that seek to embrace ‘critical’ multicultural, inclusive, and social justice education. 相似文献
18.
ABSTRACTThe increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE. 相似文献
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Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice. 相似文献
20.
Sofia A. Villenas 《International journal of qualitative studies in education》2019,32(2):151-166
This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community’s curriculum for justice, the various sites and forms of race-conscious pedagogy in public life—community forums, vigils, celebrations, mural projects—were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of ‘being with.’ In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action with rather than for those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities. 相似文献