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
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... [...]
The Prevent duty (2009, 2011, 2015) is a statutory requirement upon all educational professionals to have due regard to prevent individuals being drawn into terrorism. Criticisms of the Prevent duty have been raised by a number of different... [...]
In our busy academic world it is often commented on that there is little time for reflection or conversation. Networking and opportunities for personal development are at the heart of this professional learning opportunity. The event is aimed at... [...]
I have been interested in the educational achievement of white working class students since the late 1970’s when teaching in very deprived parts of south London, left me feeling that something different had to be tried to lift the academic... [...]
While we know that educational inequalities, often associated with social and economic disadvantage in general and with living in poverty in particular, impact on academic attainment (Cooper & Stewart, 2013) teacher education policy and the... [...]