Addressing educational inequality has been a longstanding focus for educational research as well as for English education policy, yet the attainment gap between rich and poor remains constant (DfE, 2018). A difficulty with this focus on the... [...]
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
Some decades ago, several studies advanced an unexpected answer to an age-old question: schools do not help students improve their social positions (see for example Coleman et al., 1966). This shocked the educational community. If schools were... [...]
Academics who do not adhere to a particular line on gender and transgender issues have suffered intimidation by trans activists. The people under attack are not mavericks or extremists. They are feminists who question the trans-orthodox view that... [...]
A group of colleagues from the Durham University Evidence Centre for Education (DECE) were highly commended in the 2018 BERA Public Engagement and Impact Award, for their work on making education fairer. Here I explain some of the work of this... [...]
Education provides a sequence of academic production – the Department for Education sets outcomes for each stage of education for the learning, development and care of children from birth to 18. Vast quantities of numerical data are collected,... [...]
A seasonal welcome to all our BERA Blog readers in the UK and around the world in this, our third end-of-year-highlights special edition. And what a year this has turned out to be. (I really will try not to mention either the ‘T’ or the... [...]