Journal articles on the topic 'Socially just schooling reform'
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1
Mullen, Carol A., and Alan R. Kohan. "Beyond Dualism, Splits, and Schisms: Social Justice for a Renewal of Vocational–Academic Education." Journal of School Leadership 12, no. 6 (November 2002): 640–62. http://dx.doi.org/10.1177/105268460201200602.
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To fulfill the democratic dream for American schooling, educators and policymakers need to work together for the same common cause: reforming the academic-vocational dichotomy of schooling that has persisted over the past century. Academic subjects continue to be separated from vocational schooling with the effect of diluting each domain's effectiveness. The Deweyian vision of social justice provides a solution for healing this fundamental dualism that characterizes schooling. Even where integration has been attempted using academic-vocational models, tracking continues in public schools without commitment to whole-school reform design. This article discusses these issues in the context of the history of vocational education and Dewey's perspective of integrated education through the occupations. The authors also illustrate the concepts presented through promising whole-school reform designs for democratizing the public education system. Policy implications are addressed for moving toward a socially just system of schooling.
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Tran, Dung Nguyen Tri. "Socially Just Education: A Theoretical Insight into School Leadership." Journal of Studies in Education 11, no. 4 (October 12, 2021): 57. http://dx.doi.org/10.5296/jse.v11i4.19093.
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The socio-economic changes and neoliberal trends of the twenty-first century have been creating many profound impacts in the education industry, provoking the emerging need for an integrated environment where all individuals and organizations from different classes, backgrounds or communities are expectedly empowered with equal opportunities in order to develop to the fullest. Toward the ideals and goals of social justice in education, the function of leadership practitioners has been strongly challenged and critically redefined for a couple of decades. By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices.
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Tran, Dung Nguyen Tri. "Socially Just Education: A Theoretical Insight into School Leadership." Journal of Studies in Education 11, no. 4 (October 12, 2021): 57. http://dx.doi.org/10.5296/jse.v11i4.18978.
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The socio-economic changes and neoliberal trends of the twenty-first century have been creating many profound impacts in the education industry, provoking the emerging need for an integrated environment where all individuals and organizations from different classes, backgrounds or communities are expectedly empowered with equal opportunities in order to develop to the fullest. Toward the ideals and goals of social justice in education, the function of leadership practitioners has been strongly challenged and critically redefined for a couple of decades. By theoretically investigating how the global research community has addressed this issue from various angles of view, this article hopes to remind current leaders of educational institutions to grow more sensitive to possible unjust occurrences and build up an inclusive schooling culture by putting learner-related values into the center of their work, addressing existing stereotypes in education, boosting active interactions with socially disadvantaged groups, adopting the perspectives of various stakeholders, as well as delivering other timely administrative reforms during their leadership practices.
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Shay, Suellen, and Tai Peseta. "A socially just curriculum reform agenda." Teaching in Higher Education 21, no. 4 (March 29, 2016): 361–66. http://dx.doi.org/10.1080/13562517.2016.1159057.
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Bills, Andrew, Jennifer Cook, and David Giles. "Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice." Teachers' Work 12, no. 1 (December 3, 2015): 78–95. http://dx.doi.org/10.24135/teacherswork.v12i1.49.
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The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling.
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Holloway, Jessica, and Amanda Keddie. "Competing locals in an autonomous schooling system: The fracturing of the ‘social’ in social justice." Educational Management Administration & Leadership 48, no. 5 (March 20, 2019): 786–801. http://dx.doi.org/10.1177/1741143219836681.
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This paper troubles notions of ‘social justice’ as being compromised and fractured by the autonomous school agenda. Drawing on interviews with 13 autonomous school principals in Australia, it demonstrates how the devolution of schooling simultaneously rips the seams of the ‘social’ fabric that makes collective justice possible. The stories of these principals signal a fracturing of the social cohesion that is necessary for creating a just and equal society. We aim to distinguish between individual efforts to create socially just conditions at the local level versus collective projects to create socially just conditions at the system level. We argue that, on the one hand, school autonomy affords individual principals opportunities to exercise what might be considered socially just discretion; on the other hand, this sometimes occurs at the expense of fracturing the cohesion of the greater public education system. In doing so, we challenge the extent to which social justice can be realised within a decentralised schooling system.
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Tomlinson, Sally. "A Monstrous Ignorance: Race, Schooling and Justice." FORUM 64, no. 2 (July 21, 2022): 98–106. http://dx.doi.org/10.3898/forum.2022.64.2.10.
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'Justice is the first virtue of all social institutions.' 2 This article discusses the astonishing ignorance at all levels as to how Britain has become a multiracial, multicultural society in a post-imperial age, the hostility towards changes in the education system which would help clearer understandings of the imperial past, and the efforts of teachers and other educators to assist in the creation of a socially and racially just society.
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Graves, Jennifer, Steven McMullen, and Kathryn Rouse. "Multi-Track Year-Round Schooling as Cost Saving Reform: Not Just a Matter of Time." Education Finance and Policy 8, no. 3 (July 2013): 300–315. http://dx.doi.org/10.1162/edfp_a_00097.
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In the face of school crowding and fears about inequality-inducing summer learning loss, many schools have started to adopt multi-track year-round school calendars, which keep the same number of school days, but spread them more evenly across the calendar year. This change allows schools to support a larger student population by rotating which students are on break at any point in time. While year-round schooling can save money, the impact on academic achievement is uncertain and only recently have large-scale studies become available for policy makers. This brief examines research on the effects of multi-track year-round schooling, focusing on two rigorously executed case studies. This research gives little support for claims that year-round schooling will boost student achievement. Except as a remedy for highly over-crowded schools, year-round schooling seems to have little impact on achievement, and has even been shown to decrease achievement, especially among the most high-risk student populations.
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Chang-Bacon, Chris K. "Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic." Educational Researcher 50, no. 3 (February 9, 2021): 187–96. http://dx.doi.org/10.3102/0013189x21992368.
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The COVID-19 pandemic disrupted schooling worldwide, compelling educators, researchers, and policymakers to grapple with the implications of these interruptions. However, while the scale of these disruptions may be unprecedented, for many students, interrupted schooling is not a new phenomenon. In this article, I draw insights from the field of Students with Interrupted Formal Education (SIFE) for supporting students who experience schooling interruption. In addition, I argue that the extensive accommodations offered to students in the midst of the pandemic must be preserved for future generations of SIFE students—a population for whom similar accommodations have been historically denied. Through this analysis, I demonstrate the need to interrogate traditional notions of interrupted schooling and the students who experience it. This article offers implications for rethinking interrupted schooling, as well as formal education writ large, toward more equitable and socially just ends.
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Elsayed, Mahmoud A. A. "Keeping Kids in School: The Long-Term Effects of Extending Compulsory Education." Education Finance and Policy 14, no. 2 (March 2019): 242–71. http://dx.doi.org/10.1162/edfp_a_00254.
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This paper uses a natural experiment from Egypt to examine the effect of extending compulsory schooling on long-term educational and labor market outcomes. Beginning in school year 2004–05, the Egyptian government extended primary education from five to six years, moving from an eight-year compulsory schooling system to a nine-year system. Using a regression discontinuity design, I examine whether the compulsory schooling expansion affects years of schooling, literacy and cognitive skills, post-primary attendance, and labor market outcomes of individuals born just around the 1992 school entry cutoff. The results suggest that an extra year of compulsory education increases total years of schooling by 0.6 to 0.8 years. This effect, however, is concentrated among male individuals. In particular, I find that the school reform increases the schooling gap between male and female students by somewhere between 0.30 and 0.48 years. I also find no effect of expanding compulsory education on individuals’ literacy skills, schooling beyond the primary education level, or labor market outcomes. There is some evidence, however, that the school reform has improved reading and self-reported writing skills among male individuals.
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Ouseley-Torrezao, Eulanie. "Capacity Building Strategies: Can they promote Socially Just Strategic Intervention in Urban Governance?" Journal of Public Administration and Governance 3, no. 3 (October 5, 2013): 119. http://dx.doi.org/10.5296/jpag.v3i3.3882.
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This paper analyses Capacity Building Interventions through three areas Human Resource Development, Organizational Development and Institutional Reform and explores a tool that promotes socially just capacity building interventions at the municipal level.
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Tanner, M. Nathan. "Hauntological Pedagogies: Confronting the Ghosts of Whiteness and Moving towards Racial and Spiritual Justice." Religions 13, no. 1 (January 17, 2022): 83. http://dx.doi.org/10.3390/rel13010083.
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The purpose of this conceptual article is to bring critical theoretical frameworks and discourses used in educational research on leadership, pedagogy, and policy into conversation with literature on hauntology. Furthermore, this work aims to pursue avenues for theorizing and developing notions of hauntological pedagogies by evoking the language and imagery of ghosts to confront the political, social, and spiritual problems in U.S. schooling contexts that stem from whiteness. This article is grounded in the critical discourses of antiracism, BlackCrit, critical pedagogy, critical race theory, critical whiteness studies, decolonial studies, and TribalCrit. By juxtaposing historical and contemporary case studies in U.S. schooling, this study demonstrates that whiteness, apart from constituting a socially constructed set of power relations, takes on religious or spiritual qualities. Critical educational researchers and practitioners will benefit from engaging with this work as it can help them conceive of and strive for more epistemologically, racially, and spiritually just schooling environments.
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Warschauer, Mark. "The Allures and Illusions of Modernity:Technology and Educational Reform in Egypt." education policy analysis archives 11 (October 17, 2003): 38. http://dx.doi.org/10.14507/epaa.v11n38.2003.
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Much of the research to date on educational technology has focused on its implementation in wealthy countries. Yet instructional technology has a special allure in the developing world, where it holds the promise not just of improving schools but also of hastening modernization. This article examines a national educational technology effort in Egypt, illuminating the contradictions between the rhetoric of reform and the reality of school practices. The analysis points to underlying political, cultural, and economic factors that constrain attempts to improve Egyptian schooling with technology.
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Blackmore, Jill. "Leadership for Socially Just Schooling: More Substance and Less Style in High-Risk, Low-Trust Times?" Journal of School Leadership 12, no. 2 (March 2002): 198–222. http://dx.doi.org/10.1177/105268460201200206.
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This article argues that radical shifts in school governance arising from wider social, political, and economic relations toward what are described as high-risk and low-trust societies challenge past notions of leadership. I explore the tensions between the pluralism of postmodernist thinking and modernist notions of social justice that produce “predicaments” for school leaders through a series of paradoxes of educational management around centralized decentralization, markets and management, new educational professionalism, parental choice and community participation, and between the substance and style of leadership. The values underpinning the corporatization of public and private life most evident in education do not provide a satisfactory grounding for effective school leadership.
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Bacon, Heidi R. "Creating Community Connections and Partnerships for Transformative Social Change." LEARNing Landscapes 10, no. 1 (October 1, 2016): 81–94. http://dx.doi.org/10.36510/learnland.v10i1.719.
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In this article, I share my experiences connecting with community as a high school teacher, a community literacy developer, and a teacher educator. I describe three partnerships that created conditions for transformative change, challenging boundaries of traditional schooling by providing spaces for shared knowledge and meaning making. The experiences that undergird these partnerships present a counter story to de cit discourses and narratives of school failure. They highlight possibilities for investing in our collective future and demonstrate the capacity of individuals to build community and enact learning landscapes to bring about a more socially just world.
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Malczewski, Joan. "Interstitial Collaboration: Education Reform in the Jim Crow South." Studies in American Political Development 31, no. 2 (October 2017): 238–58. http://dx.doi.org/10.1017/s0898588x17000128.
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The Board of Trustees of the Negro Rural School Fund convened in the office of the president of the United States on December 14, 1911. The mission of the fund was to assist Southern black schools, supplying black supervising teachers to rural areas.1President William Howard Taft presided over the meeting, which included members from banking, industry, philanthropy, higher education, and the clergy, demonstrating the importance of associated action in policy and political development in the early twentieth century.2These elite reformers hoped to guide policymaking in education reform, and their work was just one part of a far-reaching agenda for education in the Jim Crow South, based on the premise that public schooling was important to a strong national state.3Yet, it was difficult for elite actors to implement national policy goals in state and local areas, particularly for education. Local control was an important characteristic of American schooling, and Southern education reform was a particularly complicated terrain, dominated by rural areas committed to states’ rights, local control, and the racial state.4While the fund's trustees hoped to direct efforts from their lofty White House venue, foundation efficacy required extensive collaboration with organizations and actors across the South. This work, referred to here asinterstitial collaboration, included a set of initiatives tailored to state and local regions, supported by cooperative relationships between governmental and nongovernmental organizational entities and with citizens across the political spectrum.
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O’Toole, John. "The basic principles of a socially just arts curriculum, and the place of drama." Australian Educational Researcher 48, no. 5 (October 8, 2021): 819–36. http://dx.doi.org/10.1007/s13384-021-00480-6.
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AbstractThis paper provides a descriptive historical analysis of the planning and writing of the Australian Curriculum: The Arts which occurred from 2009 to 2013. This process involved extensive consultation across a range of stakeholders, including curriculum research, background reading and analysis that preceded the Australian Curriculum, Assessment and Reporting Authority’s writing process. The curriculum itself was underpinned by a range of democratic principles, including the importance of developing a socially just curriculum. This necessitated extensive discussion which interrogated the terms excellence and equity to ensure a high-quality arts education was accessible for all students, regardless of their background. The implementation of these principles is then explored through the perspective of the Drama writing team, including the importance of the subject Drama in developing a sense of inquiry and empathy in students by exploring their own and others’ stories and points of view. The final curriculum document for the Arts, and specifically for Drama exemplifies the importance of these social justice principles in responding to the Melbourne Declaration on Educational Goals for Young Australians (2008) which advocates for equity and excellence in Australian schooling and for all young Australians to become successful learners, confident and creative individuals and active and informed citizens.
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Bills, Andrew, Nigel Howard, and Michael Bell. "Changing and challenging dimensions of principal autonomy in South Australia: A lived experience phenomenological analysis of the courage to care." Journal of Educational Leadership, Policy and Practice 36, no. 1 (March 1, 2022): 78–95. http://dx.doi.org/10.2478/jelpp-2021-0005.
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Abstract This paper employs critical policy historiography of South Australian public education as a contextual backdrop that speaks to a hermeneutic phenomenological study of the lived experiences of two former public-school principals, who describe how their ongoing social justice schooling agendas in public education met with considerable departmental resistance. Both resigned at the peak of their public education careers to pursue their schooling vision in the federally funded independent school system which traditionally catered for the wealthy, elite schools and forms the third tier of the complex funding arrangements of education in Australia that has festered for years under the label “the funding wars” (Ashenden, 2016). Changes to funding arrangements opened up the system and gave the opportunity for our two principals to pursue a public vision in the independent schooling sector, free from what they described as the “shackles” of bureaucratic command and control. The phenomenological essence of their journeyed leadership narratives reveals the courage to care, driving their narrative reflections. They perceived that increasing demands of departmental compliance took them away from being able to pursue a socially just vision with autonomy and freedom. Stepping into the uncertainty of their new independent schooling aspirations, the principals felt professional relief and found real autonomy. We conclude with an exploration of the phenomenological notion of “the courage to care.”
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Su, Zhixin, Jeanne P. Adams, and Elliot Mininberg. "Ideal Schools for the 21st Century: A Comparative Analysis of American and Chinese Principals’ Views and Visions." Journal of School Leadership 13, no. 2 (March 2003): 199–218. http://dx.doi.org/10.1177/105268460301300204.
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The importance of principals to school improvement has been widely recognized, but few studies have focused on principals’ own perceptions of school change and their special roles in reform. This article reports findings from a comparative survey study of American and Chinese school principals’ basic beliefs regarding education and schooling, their views on school reform and the role of the principal in reform, and their visions of ideal schools in the 21st century. Although similarities exist in their perceptions, there are striking contrasts between the American and Chinese views and visions, which point to quite different directions and paths of reform in the two nations. While Americans are busy constructing common standards, developing and using more standardized tests for all students, and moving toward standards-based school reform, the Chinese seem to desire just the opposite—deconstructing uniform standards, moving away from the pressures of national exams, and focusing more on the interests and potentials of each individual student, a goal that has been largely ignored in the past in the Chinese culture and schools.
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Ramos Lobato, Isabel, and Thomas Groos. "Choice as a duty? The abolition of primary school catchment areas in North Rhine-Westphalia/Germany and its impact on parent choice strategies." Urban Studies 56, no. 15 (February 14, 2019): 3274–91. http://dx.doi.org/10.1177/0042098018814456.
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In 2008, primary school catchment areas were abolished in the federal state of North Rhine-Westphalia (NRW)/Germany. Written several years later, this article’s main aim is to provide insights into the impact of the policy reform on parent choice practices and subsequently on educational segregation. Based on a mixed-methods approach, it seeks to understand how being raised in and accustomed to a catchment area system affects parents’ understanding of the policy reform and impacts their choice strategies. We demonstrate that the (socially selective) choice of a school outside the former catchment area increased significantly after 2008, leading to a higher level of school segregation, though affecting schools to very different extents. The study clearly reveals that the differences in choice strategies are shaped by the dissimilar conclusions parents from different educational backgrounds draw from the policy reform. While less-educated parents attribute less significance to this early stage of schooling, many well-educated ones interpret the introduction of free choice as an instigation to choose – a perception triggered and intensified by the policy reform. For them, choice is no longer only perceived as an opportunity; through its formalisation it rather seems to become a duty. Thus, by one-sidedly favouring well-educated parents’ interests and benefiting their abilities to play the game, the reform seems to perpetuate existing inequalities in choice rather than to alleviate them.
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McMahon, Mary, Nancy Arthur, and Sandra Collins. "Social Justice and Career Development: Views and Experiences of Australian Career Development Practitioners." Australian Journal of Career Development 17, no. 3 (October 2008): 15–25. http://dx.doi.org/10.1177/103841620801700305.
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Career development practice had its origins in social justice reform over 100 years ago. A social justice perspective requires practitioners to examine the environmental context of their work, including the social, economic and political systems that influence people's career development. Achieving socially just outcomes for clients may necessitate intervention in these systems. While social justice is receiving a resurgence of interest in the literature, little is known about career development practitioners' attitudes towards and knowledge of socially just practice. The present paper examines the views and experiences of Australian career development practitioners on social justice. Data was collected by means of an online survey. Participants offered descriptions of their understanding of social justice and also examples of critical incidents in which they had attempted social justice interventions. Findings related to how Australian career development practitioners describe and operationalise social justice in their work are presented, as well as recommendations for future research.
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Sætra, Emil, and Janicke Heldal Stray. "Hva slags medborger?" Nordic Journal of Comparative and International Education (NJCIE) 3, no. 1 (March 25, 2019): 19–32. http://dx.doi.org/10.7577/njcie.2441.
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In this article, we explore teachers’ ideas about teaching for democratic citizenship. In short, we want to understand “what kind of citizen” teachers aim to educate. We ground our study in three ideal types that represent different ways of understanding what education for democratic citizenship education revolves around: politically informed citizenship (politisk informert medborgerskap), rational autonomous citizenship (rasjonelt autonomt medborgerskap), and socially intelligent citizenship (sosialt intelligent medborgerskap). A first finding is that teacher emphasize that students should acquire knowledge that they can make use of as democratic citizens. Teachers are preoccupied with making students politically informed. A second finding is, however, that teachers understand democratic citizenship education as something more than just knowledge acquisition. One purpose that holds high priority with the teachers is that students should learn how to think critically; to become rationally autonomous. The pedagogical implication of this view is that students should acquire knowledge, skills, and attitudes that helps realize this ambition. This interpretation of what democratic citizenship is moves beyond being able to make an informed choice between different alternatives or representatives. In the last part of the article education for democratic citizenship is discussed in light of the third category; the socially intelligent citizen. We find that while teachers put much emphasis on knowledge and critical thinking, there is little emphasis on participation in democratic practices. We thus conclude that teachers talk about schooling as a tool for democracy much more than they talk about democracy as an ideal or model for schooling.
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Osborne, Sam. "Learning from Anangu Histories: Population Centralisation and Decentralisation Influences and the Provision of Schooling in Tri-state Remote Communities." Australian Journal of Indigenous Education 44, no. 2 (December 2015): 127–38. http://dx.doi.org/10.1017/jie.2015.17.
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Remote Australian Aboriginal and Torres Strait Islander schools and communities are diverse and complex sites shaped by contrasting geographies, languages, histories and cultures, including historical and ongoing relationships with colonialism, and connected yet contextually unique epistemologies, ontologies and cosmologies.This paper explores the history of Anangu (Pitjantjatjara, Yankunytjatjara, Ngaanyatjarra and Ngaatjatjarra) populations, including the establishment of incorporated communities and schools across the tri-state remote region of central Australia. This study will show that Anangu have a relatively recent contact history with Europeans and Anangu experiences of engagement with colonisation and schooling are diverse and complex.By describing historical patterns of population centralisation and decentralisation, I argue that schooling and broader education policies need to be contextually responsive to Anangu histories, values, ontologies and epistemologies in order to produce an education approach that resists colonialist social models and assumptions and instead, works more effectively towards a broader aim of social justice. Through assisting educators and policy makers to acquire a clearer understanding of Anangu histories, capacities and struggle, I hope to inform a more nuanced, contextually responsive and socially-just consideration of the provision of Western education in the tri-state region.
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HANEY, WALT, MICHAEL RUSSELL, and DAMIAN BEBELL. "Drawing on Education: Using Drawings to Document Schooling and Support Change." Harvard Educational Review 74, no. 3 (September 1, 2004): 241–72. http://dx.doi.org/10.17763/haer.74.3.w0817u84w7452011.
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In this article, Walt Haney,Michael Russell, and Damian Bebell summarize a decade of work using student drawings as a way to both document and change education and schooling. After a brief summary of more than one hundred years of literature on children's drawings, the authors point out that drawings have been little recognized as a medium of educational research in recent decades. Next they explain how the work reported here has evolved, recounting how they have used student drawings as a way to document educational phenomena. They then present reliability and validity evidence to support such use on a macro level. The authors go on to relate examples at the micro level of how drawings have been used to inform and change education and learning. Finally, they argue that student drawings, though only one form of inquiry, help illustrate the fundamental point that, if educational reforms are to succeed, we must treat teachers and students not just as the objects, but also as the agents, of reform and improvement.
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Lupton, Ruth, and Debra Hayes. "Think tanks and the pedagogical dispositions and strategies of socially critical researchers: A case study of inequalities in schooling." Policy Futures in Education 16, no. 2 (December 20, 2017): 202–16. http://dx.doi.org/10.1177/1478210317745968.
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This paper is motivated by a shared concern over the apparent lack of inclusion of socially critical research in educational policy intended to address inequitable outcomes from schooling. We recognise that while this is partly (perhaps mainly) a political problem, an effective response by socially critical scholars must also take into account the mechanics of research/policy relationships. We need to understand who else is operating in the contest for ideas, how and why they use research, and how their practices promote and reinforce some types of knowledge and some messages while others are excluded. One example is the work of think tanks. To gain insight into these issues, we construct and consider ‘activity profiles’ of two think tanks operating to influence policy around socio-economic inequalities and education. These suggest some points of interest for researchers working in that same area: points about the differences between different think tanks and about their strengths and weaknesses vis-a-vis the policy process, compared with those of academics. In response, we argue that researchers need to develop a pedagogical not just a critical disposition, and propose a number of potential strategies they could adopt. In order to have an impact, academics must find ways of communicating beyond their scholar peers, in forms that are accessible and digestible, while maintaining the hall marks of robust, peer-reviewed and deeply evidence-based knowledge.
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Ozuna, Christopher. "To Sider af Samme Sag: A Comparative Study of Teacher Education Programs in California and Denmark." Journal of the International Society for Teacher Education 26, no. 1 (July 31, 2022): 8–24. http://dx.doi.org/10.26522/jiste.v26i1.3721.
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This study explores the experience of teacher candidates and instructors in teacher education programs in California and Denmark. With both California and Denmark grappling with the way their current education system is or is not meeting the needs of the current population, this comparative study aims to better understand the dichotomy present. Through a set of interviews, the study focuses on the concepts of social responsibility and culturally sustaining pedagogies and how stakeholders experience these in their programs. Results show that Danish participants experience a more defined purpose and common understanding of the role of schooling in Danish society, and their role in it as teachers. Californian participants expressed a desire to reshape the state’s education system to be more racially and socially-just, but with varying ideas of how to achieve this. Implications of the comparison are discussed.
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MERKEL, WOLFGANG. "Social justice and the three worlds of welfare capitalism." European Journal of Sociology 43, no. 1 (April 2002): 59–91. http://dx.doi.org/10.1017/s0003975602001029.
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This essay relates the normative discussion about social justice in political philosophy to empirical results from social policy analysis, thus linking two lines of discussions that have hitherto run mostly separately. The argument will be developed by answering four questions. The normative question: what regulative ideas of social justice does the debate about justice in political philosophy supply? The action-theoretical question: what criteria for judgement and political preferences can be found for a justice-oriented politics? The empirical question: how can the ‘three worlds of welfare capitalism’ be judged in the light of these hierarchically ordered criteria of justice? And finally the institutional question: which logic should underpin a reform of the welfare state, if this reform is to be both socially just and at the same time realistically achievable.
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Hussain, Gufran. "Analysis of Educational Impact in the Doda Region of Jammu and Kashmir." RESEARCH REVIEW International Journal of Multidisciplinary 7, no. 12 (December 14, 2022): 107–15. http://dx.doi.org/10.31305/rrijm.2022.v07.i12.017.
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Jammu and Kashmir's ECE services have taken a "Great Leap Forward" since the central government released the Outline of National Plan for Medium- and Long-term Education Reform and Development (hereafter referred to as "the Plan") and the State Council's Several Opinions on the Current Development of Early Childhood Education (hereafter referred to as "the Opinions") in 2010. Based on the findings of this study, it is clear that an integrated strategy is necessary for fostering youth development in rural Jammu and Kashmir. By taking this tack, we can increase the likelihood that students and their communities benefit economically, socially, and culturally from their schooling. Adult education and youth development are synonymous with literacy since both focus on helping people who have not finished their formal education for various reasons become productive members of society by completing their education and achieving their developmental goals. That's why literacy's importance extends to both the training of adults and the development of children.
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Maalsen, Sophia, Dallas Rogers, and Leo Patterson Ross. "Rent and crisis: Old housing problems require a new state of exception in Australia." Dialogues in Human Geography 10, no. 2 (June 10, 2020): 225–29. http://dx.doi.org/10.1177/2043820620933849.
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The coronavirus pandemic is opening up a space for housing advocates and scholars to push for reforms to the private rental sector. Yet, we argue the Australian government has shown little commitment to addressing long-term, structural housing issues. Temporary reform will not lead to a new or more socially just housing system in the long-term—a new housing normal—without a significant and nation-wide tenant campaign. Like others, we are working together on campaigns such as this, but we are conscious that the government is likely to revert back to their old housing habits.
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Tolley, Kim. "The Rise of the Academies: Continuity or Change?" History of Education Quarterly 41, no. 2 (2001): 225–39. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00086.x.
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In his book, The Age of the Academies, Theodore R. Sizer argued that academies represented a significant break from the relatively narrow schooling that had been previously available to students in the early Latin grammar schools. In his view, the proliferation of academies heralded a new age in education, one more reflective of the Enlightenment values promoted by such Republican leaders as Benjamin Franklin, Thomas Jefferson, or Benjamin Rush. After thirty-five years of additional scholarship on academies, does Sizer's thesis still stand? This essay investigates the range of educational institutions that provided some form of advanced schooling to Americans just preceding and concurrent with the founding of the earliest academies. It examines the differences and similarities among a number of northern and southern early nineteenth-century schools in order to address the following question: to what extent did schools calling themselves academies represent a distinctly new turn in the history of American education? By clarifying the relations between the various types of institutions during the post-colonial period, I conclude that the historical significance of the early academy movement is broader than the intellectual or curricular reform discussed by Sizer.
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Ngoasheng, Asanda. "Debunking the Apartheid Spatial Grid: Developing a Socially Just Architecture Curriculum at a University of Technology." Journal of Asian and African Studies 56, no. 1 (February 2021): 135–49. http://dx.doi.org/10.1177/0021909620946856.
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Traditional universities are often interrogated on their pedagogic underpinnings, while universities of technology are often left unchallenged on knowledge production. Universities of technology are often assumed to be transformed because they are a post-apartheid creation, with a mainly black, working-class student body. This assumption has led to little interrogation of the university of technology and its relationship with knowledge production. This paper explores the nature of curriculum contestation and reform at a university of technology. It outlines the historical context of a university of technology and its approach to curriculum development, which has implications for current curriculum transformation efforts. Using autoethnographic research methodology, the paper tracks a multi-year journey towards the development of a transformative, socially just curriculum intervention in the extended curriculum programme for the Architecture and Interior Design programme at a university of technology. The paper concludes that curriculum change does not happen in a vacuum, that it is political, difficult and emotionally taxing, and that it is best done in collaboration with different education stakeholders.
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Bills, Andrew Maynard, Jenni Cook, and Barbara Wexler. "Taking on Bourdieu’s ‘destiny effect’: theorising the development and sustainability of a socially just second-chance schooling initiative using a Bourdieusian framework." Educational Action Research 24, no. 2 (September 15, 2015): 216–40. http://dx.doi.org/10.1080/09650792.2015.1060894.
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Edwards-Groves, Christine, and With Colleen Murray. "Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System." Australian Journal of Indigenous Education 37, no. 1 (2008): 165–77. http://dx.doi.org/10.1017/s1326011100016203.
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AbstractIn this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured – both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by therelational architecturesdominating teaching practices. These voices form not just the backdrop but the centerpiece for discussion in this paper.
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Halpern, Robert. "Tying Early Childhood Education More Closely to Schooling: Promise, Perils and Practical Problems." Teachers College Record: The Voice of Scholarship in Education 115, no. 1 (January 2013): 1–28. http://dx.doi.org/10.1177/016146811311500107.
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Background Over the past decade or so, the idea of joining early childhood education (ECE) and schooling has gained currency in the educational reform arena. Numerous education reform proposals and plans include ECE as a component. Scores of school districts around the country have added preschool classrooms to at least some of their elementary schools. National organizations representing governors, chief state school officers, school boards, and principals have all called for public school systems to include and integrate ECE into plans for school improvement. Purpose/Objective One specific framework for bringing ECE and schooling closer together is “prek-3rd.” The broad goal of prek-3rd is to encapsulate formal learning experiences in the 3–8 years age period and create a distinct, coherent whole out of them. In this article, I use prek-3rd as a vehicle for exploring the implications of more closely linking ECE and schooling, focusing especially on philosophical and practical issues raised by this objective. I will examine the reasoning of proponents and raise questions about their assumptions. Research Design Analytic essay. Conclusions/Recommendations The example of prek-3rd suggests that there are many positive aspects to the idea of bringing ECE and early schooling closer together. These include an extended time frame for holding on to a developmental orientation; a complex view of the child, and sensitivity to individual differences; the longitudinal perspective on learning and mastery; the balance in attention to teaching and learning; and the broadened time frame for considering the transition to school. Yet, at least in the American context, it is not such a good idea to bring ECE and schooling closer together. Initiatives like prek-3rd will provide one more opening for downward pressures on early childhood providers. The schools (as a whole) have a history of failing to respect the integrity of other institutions that join them in efforts to better meet children's needs. Thus far, all that has been accomplished by tying ECE more closely to schools making ECE less early-childhood-like. The needs of schools are just too powerful and end up overwhelming the identity of institutional partners. Ultimately, the risk in binding ECE and schooling more closely together derives from a set of related cultural problems. The first can best be described as losing the present to the future—the very problem with school readiness as the central goal of ECE. The second problem is a misunderstanding of the processes at the heart of child development. Children are not raw human capital to be carefully developed through schooling to meet the demands of a globalized labor force. Americans urgently have to rethink how they wish to account for children, the virtues that are important to nurture, and the role of adult institutions in the process. There is a clear risk in extending the line that already connects schooling to global competitiveness down into early childhood, asking ECE to address not only the achievement gap but the global achievement gap as well. If the school for young children has to be preparatory and provide continuity with the elementary school, then we as educators are already prisoners of a model that ends up as a funnel … It's [the funnel's] purpose to narrow down what is big into what is small. — Loris Malaguzzi, interview with Carolyn Pope Edwards (cited in Drummond, 2007, p. 211).
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Wong, Shelly, Hye Young Shin, and Thuy Thi-Minh Tu. "Creating inclusive learning environments: Strategies from performance based assessments in a graduate linguistics course." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8zs3c.
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This poster discusses an action research project to improve performance based assessments for two assignments in a graduate linguistics for teachers course. EDCI 510 - Linguistics for Teachers is a required course for graduate students in the M. Ed program for Kindergarten to Grade 12 English to Speakers of Other Languages (ESOL ) for teacher licensure approved by the Virginia State Department of Education. In the course, there are two performance based assessment (PBA) assignments: a textbook analysis and a lesson plan. The paper describes the use of critical discourse analysis (CDA) and critical race theory (CRT) to analyze exemplary student assignments and to modify course descriptions of the assignments and the rubrics to support 1) critical examination of text book bias in social studies, math and science textbooks, 2) lesson plans that support teaching linguistically and culturally diverse students especially those who have had interrupted schooling 3) creative use of technology for more inclusive, culturally responsive and socially just classroom practices. Participants will gain insights about framing and designing assignments and rubrics to support student learning, while also creating an inclusive learning environment.
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Schostak, John. "Towards a society of equals: Dewey, Lippmann, the co-operative movement and radical democracy undermining neo-liberal forms of schooling." Power and Education 10, no. 2 (June 14, 2018): 139–65. http://dx.doi.org/10.1177/1757743818756914.
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This article explores the wider critical and creative powers of education to bring about a society where no one person is valued more than another and where each person is celebrated for their differences – this the author calls the ‘society of equals’. It is argued that discourses of equality are not only co-extensive with democracy; they are co-extensive with co-operation and education. The extent to which equalities between people are limited to certain spheres of activity is also the limit to which democracy and co-operation are exercised in the affairs of everyday life. To what extent are democracy and co-operation evidenced in schools, colleges and universities – the supposedly privileged places for the development of people’s powers? In whose interests and for what purposes are those powers to be developed? And how may socially just democratic futures be realised through co-operative forms of education? The critical points at issue in answering these questions will be approached by exploring Dewey’s discussions of education and the democratic public in comparison to Lippmann’s views of the public and the role of elites, alongside the values and practices of the co-operative movement and the idea of the society of equals capable of undermining and replacing neo-liberal forms of schooling.
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Tröhler, Daniel. "Stability or stagnation, or why the school is not the way reformers would like." Encounters in Theory and History of Education 9 (October 9, 2008): 3–15. http://dx.doi.org/10.24908/eoe-ese-rse.v9i0.1741.
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The school has always been understood as a kind of technological medium for realization of visions of social justice and progress. And as different as these visions of the future are, the protagonists were and are always in very strong agreement that the school is not fulfilling the role intended for it. Reforms that falter, however, do not usually lead to reflection and contemplation but instead to new strategies, in the hope that different means can achieve the success that earlier efforts failed to produce. Reforms follow reforms, new models replace models only just initiated, and the unrest in the field can at times assume alarming proportions, serving more to hinder than strengthen the professional efforts of the actors involved. This paper examines the most recent phase of educational reform heading for efficiency by testing two prominent theories about the persistence of the school system, the so called Neo-Institutionalism and the Grammar-of-Schooling thesis.
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Jensen, Tracey, Kim Allen, Sara de Benedictis, Kayleigh Garthwaite, and Ruth Patrick. "Welfare imaginaries at the interregnum." Soundings 72, no. 72 (August 1, 2019): 79–89. http://dx.doi.org/10.3898/soun.72.05.2019.
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This article brings together reflections from the recent seminar series, Welfare Imaginaries, and explores the ways that 'welfare' has been and can be narrated, constructed and understood. There is an urgent need to consider alternative, and more creative, imaginings of the welfare state, particularly at a time of intensifying neoliberalism and austerity measures, a hardening of attitudes towards welfare, and divisive rhetoric centred around deservingness. Both research and the lived experiences of austerity have shown the disproportionate impacts of welfare reforms on those already living with significant hardship. In creatively rethinking and reshaping welfare, the authors argue that those with direct experience of poverty, and thus most affected by welfare reform, should be a significant part of the conversation; and they also consider different ways of crafting welfare imaginaries that are inclusive, fair and socially just.
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McFadyen, Mairi, and Raghnaid Sandilands. "On ‘Cultural Darning and Mending’: Creative Responses to Ceist an Fhearainn / The land Question in the Gàidhealtachd." Scottish Affairs 30, no. 2 (May 2021): 157–77. http://dx.doi.org/10.3366/scot.2021.0359.
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Mairi McFadyen and Raghnaid Sandilands offer an account of various collaborative contributions and activities relating to creative cultural activism in the context of the Ceist an Fhearainn or the ‘Land Question’ in the Gàidhealtachd. They introduce the metaphor of ‘cultural darning and mending’ to describe a playful yet questioning creative approach that invites people to take agency in their own place, entering into an ethical and reciprocal relationship with the land, its past, people and their stories. They argue that the act of ‘taking cultural ownership’ is a vital step in consciousness-raising for land reform, a creative process that allows us to make imaginative connections that cut across time. By drawing on our pasts to assemble environmentally and socially just futures, they suggest that creative, cultural and convivial activism holds the potential to create the circumstances necessary for transformation and change.
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Meehan, Ciara. "Towards a ‘modern progressive society’: the National Coalition and social reform, 1973–7." Irish Historical Studies 38, no. 151 (May 2013): 457–75. http://dx.doi.org/10.1017/s0021121400001590.
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The 1970s was a time of crisis internationally, when governments struggled to cope with rising inflation and public indebtedness in the aftermath of the first oil shock. It was also a period of social change, of demands for divorce and abortion, and second-wave feminism campaigned for greater rights for women. But as many of the contributors toThe shock of the globalhave shown, amidst the political, social and economic turmoil, there was development and transformation. Ireland was not isolated from many of these trends that marked the 1970s. This article is concerned with the Fine Gael–Labour government of 1973 to 1977, in particular with the social reform agenda pursued by a coalition of one party (Fine Gael) that had advocated a ‘Just Society’ in the 1960s, and another (Labour) that had declared that the seventies would be socialist. They presented themselves at the 1973 general election as the socially progressive parties in the political system, attempting to outflank Fianna Fáil, which, in contrast, emphasised the Northern Ireland security question during the campaign. As the National Coalition grappled with fiscal expansion and the effects of stagflation, important changes occurred in the realm of social policy. Legislation affecting the status of women, recognising female heads of household and offering support to families of physically and mentally disabled children were all indicators of change.
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Leathwood, Carole. "A Critique of Institutional Inequalities in Higher Education." Theory and Research in Education 2, no. 1 (March 2004): 31–48. http://dx.doi.org/10.1177/1477878504040576.
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This article seeks to apply Adam Swift’s (2003) critique of private and selective schooling to higher education in the UK. The higher education sector in this country is highly differentiated, with high status, research-led elite institutions at the top of the university hierarchy, and newer universities, with far lower levels of funding and prestige, at the bottom. The extent of this differentiation is illustrated by an analysis of six universities at different ends of this spectrum. It also becomes apparent that the student profiles of these institutions are very different, with privately educated, white, middle class students particularly over-represented in the elite universities, and working-class, minority ethnic, and to some extent, women students concentrated in those institutions with far lower levels of funding and prestige. Considerable benefits accrue to those who have attended the elite institutions, and it is argued that the hierarchy of universities both reflects and perpetuates social inequalities, with the middle-classes retaining their privileges and the elite continuing to reproduce itself. The discourse of meritocracy that is used to justify this institutional differentiation is also discussed, and the paper concludes with a call for a more socially just and equitable future for the higher education sector.
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Reid, Carol. "Will the 'Shire' ever be the same again? Schooling Responses to the Cronulla Beach Riot." Cosmopolitan Civil Societies: An Interdisciplinary Journal 2, no. 1 (March 30, 2010): 47–62. http://dx.doi.org/10.5130/ccs.v2i1.1411.
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In the aftermath of the Cronulla riots, schools were faced with the fallout of social conflict, including having to deal with widespread fear and confusion both in their local communities and among students. This was especially the case for schools in the Sutherland Shire and in the local government area (LGA) of Bankstown. Apart from the presence of many young people in the initial riot and the revenge raids, some schools, like churches, had been the target of attacks (Leys and Box, 2005: 1; Daily Telegraph, 2005: 5). Schools were also targeted as places to battle the consequences of cultural division: the then Prime Minister John Howard, in his Australia Day speech just over a month after the riots, complained that the teaching of Australian history in schools needed reform to properly foster the core values that would bind a nation together (Sydney Morning Herald, 2006). At all levels of government, a raft of programs designed to ease local tensions were introduced, many of which focused on young people or on schools (see Board of Studies New South Wales, 2007; Surf Life Saving NSW, 2006).
This article outlines the contexts for understanding the role of schools: both in terms of the spatial dynamics of the ‘Shire’ and in terms of the changing nature of educational policy. It then focuses on a National Values Education Project (NVEP) involving five schools in south and south-western Sydney as a direct response to the Cronulla riot. It suggests that these contexts produce both a degree of cultural heterogeneity in young people’s social lives and a degree of segregation amongst young people in schooling which delimits ‘what is possible’ in terms of schooling responses to the Cronulla riot.
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Rafi Khan, Shahrukh. "Reinventing capitalism to address automation: Sharing work to secure employment and income." Competition & Change 22, no. 4 (June 26, 2018): 343–62. http://dx.doi.org/10.1177/1024529418783579.
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Accumulating evidence suggests that automation is on an exponential growth path and it is projected to lead to massive technological unemployment. This paper proposes a conceptual framework within which to view automation and technological unemployment. The overarching conceptual framework pertains to the concepts of optimal and just factor shares. Within this framework, the issues associated with technological unemployment including the non-neutrality of technology, the subsequent inevitability of automation, the mechanisms via which this impacts work and the case for a re-invention of capitalism are explored. Sharing work is proposed as a modest institutional reform. The specific policy proposals within the broad area of sharing work are work-sharing and shortened work-week. The theoretical literature on the sharing work concept and the empirical literature on the two specific reforms are then reviewed. While these reforms are incremental and hence perhaps the most politically acceptable, they nonetheless represent a reinvention of capitalism if broadly implemented. It is argued that such re-inventions are well rooted in history during crises periods such as the one technological unemployment is likely to lead to based on the evidence provided. It is further argued that taxing capital to pay for these reforms, to the extent that they are not self-financing, is socially just.
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ARTILES, ALFREDO. "Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space." Harvard Educational Review 73, no. 2 (July 1, 2003): 164–202. http://dx.doi.org/10.17763/haer.73.2.j78t573x377j7106.
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In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference. He argues that the two primary discourse communities — inclusion and overrepresentation — must engage in a fuller dialogue and recognize the "troubling silences" within and between their respective literatures. Placing his analysis within the larger political context of current efforts and debates over educational reform, the author gives readers a broad overview of the literature on inclusion and overrepresentation. He then presents a multilayered analysis of culture and space that identifies the limitations of current research, while offering new possibilities and directions for the field. Artiles concludes that unless researchers and practitioners surface their assumptions about difference, as well as culture and space, the special education field will continue to perpetuate the silences that threaten the educational and life needs of historically marginalized students.
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Rindermann, Heiner, and Stephen J. Ceci. "Educational Policy and Country Outcomes in International Cognitive Competence Studies." Perspectives on Psychological Science 4, no. 6 (November 2009): 551–68. http://dx.doi.org/10.1111/j.1745-6924.2009.01165.x.
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Prior studies of studentsqqaposxx and adultsqqaposxx cognitive competence have shown large differences between nations, equivalent to a difference of 5 to 10 years of schooling. These differences seem to be relevant because studies using different research paradigms have demonstrated that population-level cognitive abilities are related to a number of important societal outcomes, including productivity, democratization, and health. In this overview of transnational differences, we document a number of positive predictors of international differences in student competence, including the amount of preschool education, student discipline, quantity of education, attendance at additional schools, early tracking, the use of centralized exams and high-stakes tests, and adult educational attainment. We found rather negative relationships for grade retention rates, age of school onset, and class size. Altogether, these results, when combined with the outcomes of earlier studies, demonstrate that international differences in cognitive competence can be explained in part by aspects of the respective countriesqqaposxx educational systems and that these differences consequently can be reduced by reform of their educational policy. This has important implications not just for closing gaps in educational achievement, but for narrowing international gaps in wealth, health, and democracy.
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Ulbricht, Otto. "The Debate about Foundling Hospitals in Enlightenment Germany: Infanticide, Illegitimacy, and Infant Mortality Rates." Central European History 18, no. 3-4 (September 1985): 211–56. http://dx.doi.org/10.1017/s0008938900017337.
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The German Enlightenment has often been described as a philosophical or literary movement. This is certainly true to some extent; however, it is far from being an adequate description. It seems more justified to regard it as a general reform movement, even though many reforms that were suggested were not introduced. In the second half of the eighteenth century, social and economic problems became increasingly important for the enlightened thinker. First the emancipation of the peasants was demanded, then that of the Jews, and towards the end of the century, some even asked for the emancipation of women, to name just a few major groups. The enlightened reformers advocated the abolition of the guilds, the introduction of free trade and agricultural reforms. The old penal law was to be brought up to the standards of the time, and the system of poor relief to be reorganized. Groups that needed special care, like the blind, the deaf, and the insane, now received more attention. For the first time, public health became a matter of general concern. Educational reforms were proposed, not only to improve schooling, but also in order to change society through an educative process.
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Haag, Julius. "“It Just Makes You Have More Problems”: An Examination of Anti-snitching Codes among Black Youths in Toronto." Canadian Journal of Criminology and Criminal Justice 64, no. 3 (July 1, 2022): 71–91. http://dx.doi.org/10.3138/cjccj.2021-0061.
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Subcultural codes against compliance with the police, or “snitching,” have factored prominently in public and law enforcement discourses related to urban violence and crime prevention. However, scholarship on these issues focuses almost entirely on the United States. This study investigates attitudes toward compliance with the police and perceptions of snitching among a sample of a Black youths who reside in socially and economically marginalized neighbourhoods in Toronto. Drawing on 32 in-depth interviews, I examine how perceptions of community safety and experiences with policing have impacted young people’s willingness to report crimes and comply with police investigations. Contrary to popular discourses, being seen speaking with police or providing information did not necessarily constitute snitching. Rather, consistent with prior research, a complex set of variables, including age, gender, and the perceived seriousness of the crime, all factored in determining what constituted snitching and when someone was considered a snitch. My findings challenge the essentializing nature of popular discourses on snitching while also highlighting how diminished perceptions of police legitimacy and efficacy have impacted young people’s willingness to report crimes and comply with police investigations. Finally, I discuss the implications of my findings for efforts to reform the police and improve police–community relations.
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Calo, Adam. "The Yeoman Myth: A Troubling Foundation of the Beginning Farmer Movement." Gastronomica 20, no. 2 (May 1, 2020): 12–29. http://dx.doi.org/10.1525/gfc.2020.20.2.12.
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Aging farmer demographics and declining agricultural trends provoke policy makers, farmer advocacy groups, and food system scholars to ask, “Who will do the work of farming in the future?” One response to this concern has been the rise of a “beginning farmer” narrative, where the goal of creating new farmers emerges as a key aspirational food systems reform mechanism. In this vision, young and beginning farmers will seize the transitioning lands from retiring farmers and bring with them an alternative system that is ecologically minded, open to new innovations, and socially oriented. Given the flurry of governmental, nonprofit, and private sector activity spurred by this vision, this article asks, what are the ideological drivers of the beginning farmer construct, and what are the consequences for the goals associated with a just food system transition? Invoking the concept of mythology, this article examines the character of the American beginning farmer narrative. The narrative is shown to appeal to a particular land use vision, one based on ideals of individual land ownership, single proprietor farming, neoliberal logics of change, and whiteness. In a sense, the beginning farmer movement embraces a yeoman mythology, a powerful force underwriting the American dream. The consequence of this embrace has problematic outcomes for the transformative potential of a politically engaged beginning farmer constituency. Embracing alternative imaginaries and mythologies may be a first step in forging a new farmer movement that provides equity across socially disadvantaged farmers and ranchers.
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Hargreaves, Andy, and Michael Fullan. "Professional capital after the pandemic: revisiting and revising classic understandings of teachers' work." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 327–36. http://dx.doi.org/10.1108/jpcc-06-2020-0039.
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PurposeThis article revisits three classic findings from Dan Lortie's 1975 book Schoolteacher, in the context of the coronavirus pandemic and its possible aftermaths. These findings are that teachers and others base their ideas about teaching on the long apprenticeship of observation as students; they derive their satisfaction from the psychic rewards of teaching – the emotional satisfaction and feedback that teachers got from students; and they work in conservative cultures of individualism.Design/methodology/approachThe article appraises Lortie's foundational text in relation to contemporary public domain surveys and op-ed articles about the impact of the pandemic on teaching and learning.FindingsCOVID-19 created conditions that undermined traditional psychic rewards, weakened the tenuous student–teacher relationship as more students found schooling less engaging, began to give parents distorted observations of teaching online and made teacher collaboration more difficult.Research limitations/implicationsDue to the current nature of the pandemic and the shortage of just-in-time original data, the research relies on rapid responses and op-ed perceptions rather than on an established body of literature and database.Practical implicationsThe postpandemic agenda holds out three ways to modernize Lortie's agenda in ways that advance the presence and impact of professional capital. These ways comprise new psychic rewards for students and not just teachers, a more open professionalism that is actively inclusive of parents and collaborative professionalism that has greater strength and depth.Social implicationsEducational reform in the postpandemic age must be transformational and not seek to return to normal.Originality/valueThe paper gives new meaning to Lortie's original ideas on COVID-19 circumstances
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Dhungana, Hari, and Gyanu Maskey. "Natural Resources and Social Justice Agenda in Nepal: From Local Experiences and Struggles to Policy Reform." New Angle: Nepal journal of social science and public policy 5, no. 1 (December 24, 2018): 7–31. http://dx.doi.org/10.53037/na.v5i1.11.
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The demand for greater community control over natural resources have been profound in recent decades in Nepal and beyond. These demands go together with calls for social justice, which remains a coveted goal in the struggles over resources and development. However, social justice remains an elusive idea in regard to what it is and how it can be achieved in societies characterized by inequalities based on caste, ethnicity, class and gender. Accordingly, it is far from clear what specific policy and legal provisions work well in particular historical, social and political contexts. This article surveys the theoretical debate of social justice generally, and the way it helps understand local peoples’ experiences and claims around natural resources and development projects. Drawing upon the literature, it highlights the pluralist framework of social justice in terms of the ideas of redistribution, recognition and participation, and employs that framework for the analysis of three diverse cases from in Nepal: a) hydropower project development in Lamjung, b) rights of fishing communities in Kailali, and c) programon reducing emissions from deforestation and forest degradation (REDD+). The analysis shows that, while Nepal’s constitution and political rhetoric acknowledges the rights and entitlements to disadvantaged groups, it has not abetted the need for local struggles for resource access and control. Broad policy announcements lack follow-through measures and tools, where more attention will be needed in order for a more socially just resourcegovernance and development.