Name: Educational Research for Social Justice: Evidence and Practice from the UK (en Inglés)
Price: 197430.00 CLP
Availability: InStock
Author: Ross, Alistair
ISBN: 9783030625719

portada Educational Research for Social Justice: Evidence and Practice from the UK (en Inglés)

Formato

Libro Físico

Editorial

Springer

Autor

Ross, Alistair

Idioma

Inglés

N° páginas

330

Encuadernación

Tapa Dura

Dimensiones

23.4 x 15.6 x 2.1 cm

Peso

0.67 kg.

ISBN13

9783030625719

Categorías

Sociedad y cultura general
Teoría de la educación
Estrategias y políticas educativas
Las políticas del gobierno central

Educational Research for Social Justice: Evidence and Practice from the UK (en Inglés)

Ross, Alistair (Autor) · Springer · Tapa Dura

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Reseña del libro "Educational Research for Social Justice: Evidence and Practice from the UK (en Inglés)"

This book presents a series of analyses of educational policies - largely in the UK, but some also in Europe - researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both 'educational science' and 'the public good'. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as 'losers'. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is 'the public good'. We discuss social justice across arange of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the 'public good' in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.