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dc.contributor.authorMills, Martin
dc.contributor.authorMcGregor, Glenda
dc.contributor.authorBaroutsis, Aspa
dc.contributor.authorTe Riele, Kitty
dc.contributor.authorHayes, Debra
dc.date.accessioned2018-08-27T04:35:33Z
dc.date.available2018-08-27T04:35:33Z
dc.date.issued2016
dc.identifier.issn1750-8487
dc.identifier.doi10.1080/17508487.2016.1087413
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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherTaylor & Francis
dc.relation.ispartofpagefrom100
dc.relation.ispartofpageto115
dc.relation.ispartofissue1
dc.relation.ispartofjournalCritical Studies in Education
dc.relation.ispartofvolume57
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Development
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchSociology
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130202
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1608
dc.subject.fieldofresearchcode1303
dc.titleAlternative education and social justice: Considering issues of affective and contributive justice
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
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/10.1080/17508487.2016.1087413
gro.hasfulltextFull Text
gro.griffith.authorMcGregor, Glenda V.
gro.griffith.authorBaroutsis, Aspa


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