This article is part of the BERA Blog special issue ‘Researching the Curriculum in schools and colleges: Practice, Professionalism and Innovation’ (read more). Danielle Pée’s BERA blog post (5 April 2018) resonated with a key theme... [...]
This SIG promotes dialogue on educational policies and practices at all levels in terms of supporting or inhibiting social justice. We are committed to developing a range of theoretical understandings of the concept of social justice and the interaction of particular axes of discrimination in education. Particular attention is given to discourses and material effects of social class, gender, citizenship and human rights, and the ways in which these interrelate. In addition we help to develop an understanding of the opportunities and spaces that social actors in education have to promote inclusion and social justice (as well as the limits and constraints they face), and the ways in which action can be taken. We contribute to the evaluation of research methodologies for investigating social justice. We consider the processes by which academic critique can or should influence political agendas locally, nationally and globally. Fundamentally, we provide an arena for debate, discussion and dissemination for researchers whose work addresses a wide range of social justice issues. Thus, the SIG’s intention is to bring together research from a range of specialist yet related areas to a general forum to further social justice in education. SIG events Past activities have included:
- British Journal of Educational Studies Special Issue on ‘Education and Social Justice: new and Continuing Themes’.
- Seminars on topical issues such as ‘New Labour’s Education Policy and Social Justice’, ‘Education and Social Justice’ and most recently ‘Education After the Election: The Policies of the Conservative/Liberal Democrat Coalition Government.’
- Capacity building events such as ‘Education, Identities and Social Inclusion’ a one-day conference for research students and early career researchers.
Latest SIG Content
Education, employment and youth: Contemporary attitudes towards post-16 and post-18 education access
Providing opportunities for young people leaving compulsory schooling to pursue world-class further and higher education is a global concern. Post-compulsory education is constructed as a panacea for social mobility, but has fallen... [...]
In this blog I summarise key evidence from Stonewall’s latest School Report (Bradlow et al, 2017), a study of over 3,700 lesbian, gay, bi and trans (LGBT) young people across Britain aged 11–19. In addition, I suggest possible approaches for... [...]
A child puts a question in an anonymous box. What happens next? In 2017, Justine Greening, former secretary of state for education, announced that relationships and sex education (RSE) would be made statutory for all schools. It would be called... [...]
Effectively deploying teaching assistants to support pupils with special educational needs and/or disabilities (SEND)
This blog draws on an important piece of research published by the Education Endowment Foundation (EEF) in England in 2015: Making the Best use of Teaching Assistants (Sharples, Webster and Blatchford, 2015). This research found that teaching... [...]
Schools are institutions in which racial conflict is brought into focus and can be acute. Gillborn (2008) asserts that current education policy is not designed to eliminate race inequality, but to sustain it at manageable levels in a system that... [...]