A renewed call to ‘decolonise’ the curriculum has marked a shift in thinking about education and what should form the canon of curriculum content (le Grange, 2016). It has been amplified further here in the UK by the ‘Rhodes must fall’... [...]
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
I was interviewing a teacher in a school for excluded pupils who had been providing one-to-one teaching to a child in a longitudinal study I was conducting. We were talking about the very intensive support this child was receiving and trying to... [...]
‘It’s not fair!’ is a common phrase heard in schools. But what is ‘fair’ in the eyes of pupils? Our recently published study in the British Educational Research Journal explored how children of lower primary school grades perceive due... [...]
The BERA Blog editors are pleased to announce the launch of a new series of publications: BERA Bites, edited collections of selected articles on key topics in education published on the BERA Blog. Presented in an easily printable and accessible... [...]
Investigating classroom contexts for learning for pupils with special educational needs: Class size, groupings and interactions
Many countries follow policies of inclusion in which pupils with special educational needs and disabilities (SEND) are, as far as possible, educated in mainstream settings. For the most part this is regarded as an admirable and socially just aim,... [...]
As more people gain university degrees, people are increasingly aware that some degrees may be worth more than others. We know that the British socioeconomic elite is dominated by people who have attended elite universities, and widening access... [...]