Social justice,race and class in education in England: competing perspectives

‘Narrowing the gap’ and addressing low educational achievement of specific social class and ethnic groups has long been an expressed government concern. This paper considers the links between poverty, ethnicity and gender and school attainment and the interrelations of these factors using national data sets and other quantitative data. The limitations of single-theme analyses and their potentially misleading implications are explored. Related to this, the failures of social and educational policies to bring about greater equality are examined. Competing perspectives on low attainment and their positions are critiqued. The paper argues that ethnic and class discrimination stems from the same structural arrangements contrived for the advantage of more affluent sectors of society. Theoretical development is needed to bring together class, race and other discriminatory features and construct more sophisticated causal analyses that relate to the web of economic, status and power regimes and the negative processes of ‘racialisation’.     

Social justice and political education through non-formal education

The New Policy will lay special emphasis on the removal of disparities and equalise educational opportunity by attending to the specific needs of those who have been denied equality so far.     

Social justice and the changing directions in educational research: the case of inclusive education

Inclusive education has established itself as an important element within the general field of educational research. While the increasing attention to social inclusion is apparently consistent with the general aspiration for social justice, this paper reasserts the fragility of inclusive education as a vehicle for arguing against traditional notions of special educational needs in favour of educational disablement as identity politics. It is important that in a general consideration of education research and social justice space be afforded to interrogating the shortcomings of social justice research in education with regard to disabled students. This brief discussion aims to introduce a range of issues pursuant to the intersection of education and disability politics.     

Social justice and school linkages in teacher education programmes

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.     

Social justice and education in the public and private spheres

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.     

Social justice education with Chinese characteristics: An example from Shanghai

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.     

Understanding critical race theory as a framework in higher educational research

This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education.     

Potentials for empowerment in critical education research

Within the typology of research orientations commonly represented in the social science literature — empiricist, interpretive and critical — it is the methodologies of the critical orientation that are burgeoning. Significantly, the moral imperative in the critical theorising which drives and shapes these methodologies is empowerment and emancipation. That is to say, critical educational research is potentially empowering because of its emancipatory intent. However, as cogently argued and demonstrated by a number of researchers, “an emancipatory intent is no guarantee of an emancipatory outcome” (Acker et al., 1983: 431). Just being informed by critical theory then, is no guarantee that a critical research approach will be empowering, or be empowering in a way we recognise as significant. This paper has been prepared with two objectives in mind: to clarify three ways empowerment has been conceptualised in the literature, and to use this conceptual scheme as a template to ascertain the empowerment potentials in critical educational research methodologies.     

Achieving social justice within and through higher education: the challenge for critical pedagogy

While the term critical pedagogy embraces a range of writers and literature, a common feature of all is a belief that education and society are intrinsically inter-related and that the fundamental purpose of education is to improve social justice. However there are perceptions that critical pedagogy has been more successful in critiquing educational and social practices than in achieving actual change. In this paper I explore two areas that critical pedagogy can address to move beyond critique: the importance of a movement formed by diverse elements, in which difference and disagreement are harnessed to help drive change; and the use of this diversity to direct change at a range of levels. My analysis draws specifically on literature that challenges managerialist assumptions about change as a simple, technical process, focusing instead on the complexities of the social world and the attendant complexities of achieving educational and social change.     

临界竞争的消除方法

给出了电平异步时序逻辑电路临界竞争的第四种消除方法。     

Social justice,capabilities and the quality of education in low income countries

The paper sets out a theoretical approach for understanding the quality of education in low income countries from a social justice perspective. The paper outlines and critiques the two dominant approaches that currently frame the debate about education quality, namely, the human capital and human rights approaches. Drawing principally on the ideas of Nancy Fraser and Amyarta Sen the paper then sets out an alternative approach based on a theory of social justice and of capabilities. The paper develops an overall understanding of how education quality can be understood in relation to the extent to which it fosters key capabilities that individuals, communities and society in general have reason to value. It then analyses three inter-related dimensions of the quality of education from a social justice perspective. Each dimension is considered in relation to contemporary policy debates and research including the work of EdQual. The first dimension, that of inclusion draws attention to the access of different groups of learners to quality inputs that facilitate the development of their capabilities, the cultural and institutional barriers that impact on the learning of different groups and priorities for overcoming these. The second dimension, that of relevance, is concerned with the extent to which the outcomes of education are meaningful for all learners, valued by their communities and consistent with national development priorities in a changing global context, whilst the third dimension, that of democracy considers how decisions about education quality are governed and the nature of participation in debates at the local, national and global levels. It is argued that a social justice framework can provide an alternative rationale for a policy emphasis on quality that encompasses but goes beyond that provided by human capital and rights approaches; that through emphasising the importance of context and through providing a normative basis for thinking about quality in relation to development, it provides a useful starting point for re-conceptualising education quality and how it can be evaluated; and, that it draws attention to the central importance of public dialogue and debate at the local, national and global levels about the nature of a quality education and quality frameworks at these levels.     

Social justice in Chinese higher education: Regional issues of equity and access

A topic of growing concern in Chinese higher education to policy-makers, scholars, and future student applicants is social justice. With the trend toward increasing enrollments in China’s higher-education institutions, issues of equity and access have begun to surface, especially as they relate to China’s minority population of over 100 million persons. The present contribution offers an overview of the regional boundaries of China, both geographic and historical. It then looks at the development of urbanicity in connection with higher education. Third, it describes the recent history of the gender gap in education both in general and in higher education in particular. Fourth, it examines the ethnic boundaries that exist in higher education. The final section analyzes related findings drawn from interviews and questionnaires administered to faculty members, administrators, and students at ten sample universities.     

移动教育的理念与关键技术研究

移动教育是随着移动通信技术和计算机技术的不断发展演变而来的一种教育方式,其目标是实现任何时间、任何地点、任何方式的教学活动.本文主要讨论了移动教育的理念和技术环境.其中移动教育的环境包括统一的教学平台、设备自适应的资源组织、统一的消息传递系统等.作者对移动教育环境的基本结构及其关键技术进行了讨论,最后通过试验给出结论,并对移动教育的前景进行了展望.