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dc.contributor.authorMills, Martin
dc.contributor.authorMcGregor, Glenda
dc.contributor.authorBaroutsis, Aspa
dc.contributor.authorRiele, Kitty
dc.contributor.authorHayes, Debra
dc.date.accessioned2018-08-27T04:35:33Z
dc.date.available2018-08-27T04:35:33Z
dc.date.issued2016
dc.identifier.issn1750-8487en_US
dc.identifier.doi10.1080/17508487.2016.1087413en_US
dc.identifier.urihttp://hdl.handle.net/10072/125259
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofpagefrom100en_US
dc.relation.ispartofpageto115en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalCritical Studies in Educationen_US
dc.relation.ispartofvolume57en_US
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleAlternative education and social justice: Considering issues of affective and contributive justiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
dc.description.versionPost-printen_US
gro.rights.copyright© 2016 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Critical Studies in Education on 21 Oct 2015, available online: https://www.tandfonline.com/doi/10.1080/17508487.2016.1087413en_US
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