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1.
《Africa Education Review》2013,10(2):302-317
Abstract Central to the pursuit of education and its functions like assessment, is social justice. Given the (still) existing inequalities brought about by years of neglect, it is clear that the building of a just society is indeed fraught with challenges. This article explores the extent to which all learners in South Africa are afforded fair treatment and an impartial share of what the education system through assessment practices can offer them. In attempting to illuminate this issue, we will start by providing a brief overview of assessment policy initiatives and the current assessment system in South Africa. This will be followed by a conceptual analysis of assessment practices and their social justice implications for learners by using Cribb and Gerwitz's (2003) key dimensions of social justice, namely the distribution of educational resources, recognition and respect for cultural differences and participation. Through this analysis we conclude that, while acknowledging the massive impact of family/community circumstances and poor educational provision, unfair assessment practices as discussed remain an important dimension of the degradation of social justice in the South African education system. Many learners, despite efforts to ensure more just assessment practices, are still marginalised and do not reap the benefits that can support them in developing their full potential. 相似文献
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This paper investigates current research into the role of education in combating social injustice, assembles this research to indicate key features of a teacher education programme that would assist education for social justice, and links these features to one innovative university teacher education programme to ascertain some of the practical difficulties in establishing such a programme. The research indicated key approaches that would enhance the probability that graduates from teacher education programmes will be able to pursue social justice initiatives. 相似文献
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A framework for gender justice: Evaluating the transformative capacities of three key Australian schooling initiatives 总被引：4，自引：0，他引：4
Amanda Keddie 《The Australian Educational Researcher》2005,32(3):83-102
Through a feminist agenda that seeks to redress gender inequities through remedies of redistribution and recognition, this
paper draws on Fraser’s work (1997) to articulate a framework of transformative justice. In moving beyond the competing logics
underpinning such remedies, this framework adopts a transformative theory and politics in problematising and seeking to restructure
the inequitable gender differentiation of political-economic structures and social patterns of representation, interpretation
and communication. This framework of gender justice is presented as useful in evaluating the ideologies and practices of particular
schooling initiatives and thus is drawn on to critically assess three initiatives that currently seek to address issues of
social/gender equity in education within Australia: The New Basics Project, The Productive Pedagogies Framework and the Success
for Boys initiative. In particular, the paper critically explores these initiatives in terms of their capacities for enabling
or constraining a transformative redistributive and cultural gender justice. 相似文献
6.
黄发良 《福建工程学院学报》2006,4(5):544-548
社会公正体现在司法公正、政策公正、制度公正、道德公正等各个方面：构建社会主义和谐社会必须实现社会公正；社会公正必须通过更新观念、坚持公平、发展民主、加强法制等多种途径来实现。 相似文献
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我们重新审视公正问题 ,符合社会主义本质的要求 ,是与我国社会转型这一特殊的历史时期紧密相联的。社会公正的基本特征是公民的政治地位平等 ,也就是公民的基本权利和义务的平等 ,社会主义已从制度上给予了充分的保证。但在具体实施社会的公正时 ,还有许多不完善的地方 ,特别是在社会转型时期 ,构建社会公正更具有现实意义。 相似文献
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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
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社会公正与大学角色 总被引：1，自引：0，他引：1
蒋凯 《Frontiers of Education in China》2009,4(2):159-174
Social justice is not only a vital ethical principle of the human society but also the all-important value of the entire social
system. As a public sphere, the university undertakes the purpose to achieve public interest. It plays a significant role
in reflecting, defending, and fostering social justice. Nurturing people with social justice awareness is a key mission of
the university; it communicates and advocates the ideas of social justice, which helps to foster social justice consciousness
of the public; and, for its own part, it must strive to embody and defend procedural justice.
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Translated from Gaodeng Jiaoyu Yanjiu 高等教育研究 (Journal of Higher Education), 2007, 28(1): 13–19, revised by Zha Qiang, Faculty of Education, York University 相似文献
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Katherine Lewis 《Journal of educational administration and history》2016,48(4):324-341
The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for inclusion. Recent experiences have caused me to wonder about our interpretations of justice, equity, and inclusion. Analysis of the relevant literature revealed a lack of consensus among scholars as to a clear, operational definition of both social justice leadership and inclusion. I use a Foucauldian genealogical method to examine texts and uncover the historical development of social justice leadership and leadership for inclusion in the United States. Uncovering past meanings and contexts should help illuminate current meanings and uses of these concepts. It is recommended that leaders engage in critical reflection to uncover the common sense language of equity-oriented leadership practices and that researchers take a more critical, historical, open stance of social justice leadership, and inclusion. 相似文献
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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
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《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
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School diversity and social justice: policy and politics 总被引：1，自引：1，他引：0
This paper focuses on the long established diversity in the English education system – independent schools, grammar schools and religious schools – and in so doing explores tensions between education policy, politics and social justice. It explores the differential access to these different types of school, their social composition and implications for social justice and for wider society. It is argued that if social justice is to be a goal of government, further policy changes are needed over and above those that have already been made. However, the political challenges, which have limited policy changes to date, would be significant. 相似文献
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Charlene Tan 《British Educational Research Journal》2020,46(6):1391-1405
This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of ‘educational balance’ (jiaoyu junheng). The ‘balance’ in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school’s ‘inner quality’ (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening ‘new high-quality schools’ and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation. 相似文献
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This paper explores the complex relationship between social justice and education in the public and private spheres. The politics of education is often presented as a battle between left and right, the state and the market. In this representation, the public and the private spheres are neatly aligned on either side of the line of battle, and social justice is commonly seen as the prerogative of the public sphere. This paper challenges this representation. It shows how the language of what counts as public and private in education is historically specific, culturally contingent and ideologically loaded. Through drawing on a range of education policies and practices, the paper demonstrates that ‘public’ and ‘private’ are not simple opposites. Moreover, it argues that social justice can be conceptualised in ways that have complex and multi-faceted implications for public and private sphere involvement. The paper concludes that if we are to enhance our understanding of the relationship between social justice and education we need to recognise the multi-faceted nature of what counts as private, what counts as public and what counts as justice. 相似文献
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罗尔斯的正义论与中国和谐社会的构建 总被引：1，自引：0，他引：1
罗尔斯强调正义是社会制度的基础,是社会制度的首要美德和价值。他的正义论虽然产生干资本主义市场经济的美国,但在一定意义上也是人类社会发展过程中诸种矛盾的反映和解决矛盾的期望。因为正义是人类社会永恒的主题,折射出人类对公共生活的美好向往和追求。在我国构建和谐社会的今天,罗尔斯的正义论作为人类文明和智慧的成果,对于我国在社会主义市场经济条件下如何公平分配社会财富。缩小个人之间的经济差距,保护贫困社会群体的基本利益,构建稳定的和谐的社会结构和社会关系,无疑有积极的借鉴意义。 相似文献
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Martin Scanlan 《International journal of qualitative studies in education》2013,26(8):1067-1086
Social justice education emphasizes how schools can better serve traditionally marginalized students. This case study examines the pursuit of social justice education in an unlikely setting: a Catholic elementary school that both espouses inclusion of all children and effectively includes children with a wide range of disabilities. The article focuses on the way a school principal understands the concept of inclusivity and how this “epistemology of inclusivity” enacted by the leader impacts the pursuit of social justice in the school. The study illustrates that an epistemology of inclusivity can at once embolden and delimit the social justice practices. 相似文献
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This article examines the way in which some of the most discriminated against, disadvantaged and marginalised groups on the African continent, are re-defining education through strategies aimed at recognition of rights and social justice. It uses Fraser's analysis of social justice – distribution, recognition and participation – to examine the demands of the indigenous movement in Africa for rights to education. Over the past 10 years the concept of ‘indigenous’ has become embedded in African regional resolutions and reports while communities self-identifying as indigenous have been shaping new political and educational spaces for their participation and decision making about their development and their education. Taking the example of the East African pastoralists and the Maasai of Ngorongoro District in Tanzania, it looks at indigenous communities’ initiatives to define and achieve a qualitative education which is relevant and meaningful for their lives today. It concludes with a discussion of the potential for the indigenous movement in Africa to ‘reframe’ education for the benefit of not only indigenous communities but for all learners. 相似文献
19.
公平正义是构建社会主义和谐社会的核心理念 总被引：1，自引：0，他引：1
盛显容 《湖北广播电视大学学报》2006,23(3):37-39
党的十六届四中全会提出把不断提高构建社会主义和谐社会的能力,作为加强党的执政能力建设的主要任务之一。为了加快实现社会主义和谐社会历史进程,本文结合社会主义和谐社会的核心理念———社会公平和正义,主要阐述社会主义和谐社会产生的历史必然性,论述社会公平和正义是社会主义和谐社会的核心理念和建立社会主义和谐社会的基础,阐明在当前社会新形势下实现社会公平和正义的途径。 相似文献
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This study aimed to examine the effects of different service experiences on the social justice beliefs of 60 Chinese college students with mixed methods. The quantitative results indicated that the participants in two service groups (i.e. for at-risk adolescents and adolescents with cerebral palsy) demonstrated a more significant promotion of social justice beliefs than their peers in non-service group. A qualitative analysis provided evidence of the mechanism underlying service-learning, as well as different service experiences affecting on students’ social justice beliefs. Finally, the implications for implementing service-learning and realizing social justice goals in China were discussed. 相似文献