Rethinking Teachers' Production of Social Justice in Rural Schools

Autor/in	Cuervo, Hernán
Titel	Rethinking Teachers' Production of Social Justice in Rural Schools
Quelle	In: International Journal of Inclusive Education, 24 (2020) 13, S.1357-1371 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cuervo, Hernán)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1526338
Schlagwörter	Social Justice; Rural Schools; Teaching Methods; Social Class; Social Differences; Self Determination; Foreign Countries; Correlation; Barriers; Educational Quality; Public Schools; Educational Opportunities; Preschool Education; Elementary Secondary Education; Self Concept; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching method; Lehrmethode; Unterrichtsmethode; Social classes; Soziale Klasse; Sozialer Unterschied; Selbstbestimmung; Ausland; Korrelation; Quality of education; Bildungsqualität; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; Pre-school education; Vorschulerziehung; Selbstkonzept; Australien
Abstract	In this article I examine how teachers in a rural school in Australia produce social justice through their everyday teaching practices. Drawing on data from a qualitative study using focus groups and semi-structured interviews, I focus on teachers' enactments of social justice pedagogies amidst social class divisions in the community. I draw on Iris Marion Young's theory of justice to illustrate how a plural social justice education that includes teaching practices that create a relational process between teachers and students should be based on a politics of distribution, recognition and participation. In particular, I am concerned with Young's formulation of plural social justice and democratic communication, and with her theorisation that issues of self-respect, self-determination and participation are not reducible to liberal theories of distributive justice that focus solely on the proper allocation of material goods. By rethinking the production of social justice in rural schools, I ultimately contribute to redressing the paucity of research on rural schooling in the field of education and to providing a better understanding of the relationship between a contested concept like justice and the everyday challenges faced by teachers endeavouring to deliver a quality education for all students in their school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01