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  • 'Schools are for us': The importance of distribution, recognition and representation to creating socially just schools

    Author(s)
    Mills, M
    McGregor, G
    Hayes, D
    te Riele, K
    Griffith University Author(s)
    McGregor, Glenda V.
    Year published
    2014
    Metadata
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    Abstract
    Whilst there are clearly some teachers and some mainstream schools that are passionate about social justice, current educational reforms continue to favour a neoliberal paradigm that works against implementing socially just practices in schools. These reforms, aptly referred to as GERM (global education reform movement) by Pasi Sahlberg (2011), restrict notions of educational ‘reform’ to developing processes that facilitate: prescribed curricula; enforced external testing; test-based accountability for students, teachers and schools; narrowing of curricular choices to focus upon ‘important’ ‘core’ subjects such as literacy, ...
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    Whilst there are clearly some teachers and some mainstream schools that are passionate about social justice, current educational reforms continue to favour a neoliberal paradigm that works against implementing socially just practices in schools. These reforms, aptly referred to as GERM (global education reform movement) by Pasi Sahlberg (2011), restrict notions of educational ‘reform’ to developing processes that facilitate: prescribed curricula; enforced external testing; test-based accountability for students, teachers and schools; narrowing of curricular choices to focus upon ‘important’ ‘core’ subjects such as literacy, numeracy and science; narrowing of pedagogical strategies in favour of direct instruction so that learning ‘goals’ may be ‘guaranteed’; and corporate management models of schools and the marketisation of education. Thus, for this chapter, we have looked outside the mainstream schooling sector to learn from those schools resisting such trends and whose characteristics suggest the enacting of a more socially just educational framework. In defining this framework, we draw on Fraser’s (1997, 2009) concepts of ‘distribution’ (material resources), ‘recognition’ (valuing of difference) and ‘representation’ (student voice).
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    Book Title
    Mainstreams, Margins and the Spaces In-between: New possibilities for education research
    Publisher URI
    https://www.taylorfrancis.com/books/e/9781317694601/chapters/10.4324%2F9781315777818-16
    DOI
    https://doi.org/10.4324/9781315777818
    Funder(s)
    ARC
    Grant identifier(s)
    DP120100620
    Subject
    Education policy
    Sociology of education
    Publication URI
    http://hdl.handle.net/10072/125923
    Collection
    • Book chapters

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    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander