It is known that, over recent decades, societies around the world have witnessed drastic transformations that have affected various facets of people’s lives. These changes have created favourable conditions for the emergence of globalisation... [...]
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 considers something that we all share – memories of reading literature – but its purpose is to promote and defend the place of egalitarian approaches to literature teaching in contemporary schooling. In England we insist that... [...]
Like so many of us, I became a teacher because I love my subject and wanted to inspire the same love in my students (a sentiment repeated every year in advertising for teacher training). I most certainly didn’t envisage working in an exam... [...]
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... [...]
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... [...]