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.
Author(s): Carol Vincent
Edition: 1
Year: 2003
Language: English
Pages: 240
Book Cover......Page 1
Title......Page 4
Contents......Page 5
List of figures and tables......Page 8
Notes on contributors......Page 9
Acknowledgements......Page 13
Introduction......Page 14
Towards a sociology of just practices: an analysis of plural conceptions of justice......Page 28
Social justice in the head: are we all libertarians now?......Page 43
Shifting class identities? Social class and the transition to higher education......Page 64
Social justice and non-traditional participants in higher education: a tale of 'border crossing', instrumentalism and drift......Page 78
Education and community health: identity, social justice and lifestyle issues in communities......Page 96
Male working-class identities and social justice: a reconsideration of Paul Willis's Learning to Labour in light of contemporary research......Page 110
Avoiding the issue: homophobia, school policies and identities in secondary schools......Page 133
Masculinities, femininities and physical education: bodily practices as reified markers of community membership......Page 150
Science education for social justice......Page 166
The development of young children's ethnic identities: implications for early years practice......Page 179
Special educational needs and procedural justice in England and Scotland......Page 198
Social justice, identity formation and social capital: school diversification policy under New Labour......Page 222
Index......Page 237
