Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness, social and cognitive justice in the sphere of education.
Exploring Social Justice in Practice in Education focuses on the tensions and challenges to issues of fairness, social and cognitive justice in the sphere of education.
The words fairness, social and cognitive justice are often used to justify particular policies and practices in the sphere of education. In providing a clear definition of what they should mean in practice, this book includes discussion of, and in some cases, potential resolutions to, tensions and challenges in relation to notions of fairness, social and cognitive justice that are implicit within individuals lived experiences across all phases of education. Through their personal narratives, the authors illustrate how such tensions and challenges have played out in their own lives. They go on to explore differences in interpretations and consequent challenges in putting concepts of social justice into practice. Chapters consider important implications across different sectors and phases of education, including special educational needs, leadership and higher education.
This insightful volume will enable educators, at all levels, to hear from students, family members, significant adults/carers and professionals, their experiences of fairness and social justice in education, and what could be done in the future to redress injustices. It will appeal to readers at all levels in education including those studying for or teaching Education-related degrees at Bachelors, Masters and doctoral levels.
1. The impact of life experiences on learning and the return to formal
education in the HE classroom
2. Experiences of autism in higher education
3.
How reforms of teacher education challenge principles of social justice
4.
Reflections of a mathematics educator: What can we learn from those we
teach?
5. Reflections on the challenges faced by school leaders
6. Inclusion, exclusion, social justice and childrens rights to education.
Reflections of a former secondary school inclusion manager
7. How far can student voice enable teachers to adapt teaching in classrooms
and support improved teaching and learning?
8. Roots and Wings: enabling a
sense of identity, social inclusion and opportunities for growth in the Early
Years curriculum
9. Reflections on mindfulness and its implications for social justice in the
Early Years
10. Teaching assistants as facilitators of learning and engagement: promoting
social justice for students with special educational needs and disabilities
(SEND)
11. Engaging with the views of young people with severe, profound and
multiple learning difficulties
12. It takes a village to raise a child. Issues from a parents personal
narrative of raising a young man with learning difficulties supported by
family, friends, and the wider community
13. An autistic teenagers experiences through the years of schooling
Janice Wearmouth is professor of education and co-director of the Institute for Research in Education, at the University of Bedfordshire, UK.
Karen Lindley is a senior lecturer in education at the University of Bedfordshire, UK.
Uvanney Maylor is professor of education and co-director of the Institute for Research in Education, at the University of Bedfordshire, UK.
James Shea is the portfolio leader for all the teacher education courses in the School of Education at the University of Bedfordshire, UK.
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