國立虎尾科技大學 |

Educational Research for Social Justice = Evidence and Practice from the UK /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Educational Research for Social Justice / edited by Alistair Ross.
其他題名:	Evidence and Practice from the UK /
其他作者:	Ross, Alistair.
面頁冊數:	XVIII, 330 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
標題:	Social Work and Community Development. -
電子資源:	https://doi.org/10.1007/978-3-030-62572-6
ISBN:	9783030625726

Educational Research for Social Justice = Evidence and Practice from the UK /
Educational Research for Social Justice Evidence and Practice from the UK /[electronic resource] :edited by Alistair Ross. - 1st ed. 2021. - XVIII, 330 p. 1 illus.online resource. - Education Science, Evidence, and the Public Good,12524-843X ;. - Education Science, Evidence, and the Public Good,1.

1. What do educational science and the public good mean in the context of educational research for social justice?; Alistair Ross -- 2. Snake oil or hard struggle? Research to address the reality of social injustice in education; Ian Menter -- 4. Accountability, social justice and educational research; Merryn Hutchings -- 4. Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons; Andrew McCallum -- 5. Between home and school: Mobilising ‘hard to reach’ white British parents to engage with their children’s education; Nathan Fretwell -- 6. Ability to learn, or ability to pay? How family and finance influence young people’s higher education decisions in Scotland; Sarah Minty -- 7. Inequality, social mobility and the ‘glass floor’: How more affluent parents secure educational advantage for their children; Merryn Hutchings -- 8. In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good; Jayne Osgood -- 9. The masculinisation of the teaching profession or gynophobia as education policy; Marie-Pierre Moreau -- 10. Gender and the politics of knowledge in the academy; Barbara Read and Carole Leathwood -- 11. Curriculum diversity and social justice education: From New Labour to Conservative government control of education in England; Uvanney Maylor -- 12. The construction of political identities: young Europeans’ deliberation on ‘the public good’; Alistair Ross -- 13. Can educational programmes address social inequity? Some examples from Europe; Nanny Hartsmar, Carole Leathwood, Alistair Ross and Julia Spinthourakis -- 14. The problem of the public good and the implications for researching educational policies for social justice; Alistair Ross. .

This book presents a series of analyses of educational policies – largely in the UK, but some also in Europe – researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both ‘educational science’ and ‘the public good’. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as ‘losers’. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is ‘the public good’. We discuss social justice across a range of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the ‘public good’ in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.

ISBN: 9783030625726

Standard No.: 10.1007/978-3-030-62572-6doiSubjects--Topical Terms:

1106362
Social Work and Community Development.

LC Class. No.: LC8-6691

Dewey Class. No.: 379

Educational Research for Social Justice = Evidence and Practice from the UK /
LDR:04841nam a22004095i 4500 001 1055855
003 DE-He213
005 20210818144818.0
007 cr nn 008mamaa
008 220103s2021 sz | s |||| 0|eng d
020 $a 9783030625726 $9 978-3-030-62572-6
024 7 $a 10.1007/978-3-030-62572-6 $2 doi
035 $a 978-3-030-62572-6
050 4 $a LC8-6691
072 7 $a JNF $2 bicssc
072 7 $a EDU034000 $2 bisacsh
072 7 $a JNF $2 thema
082 0 4 $a 379 $2 23
245 1 0 $a Educational Research for Social Justice $h [electronic resource] : $b Evidence and Practice from the UK / $c edited by Alistair Ross.
250 $a 1st ed. 2021.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2021.
300 $a XVIII, 330 p. 1 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a Education Science, Evidence, and the Public Good, $x 2524-843X ; $v 1
505 0 $a 1. What do educational science and the public good mean in the context of educational research for social justice?; Alistair Ross -- 2. Snake oil or hard struggle? Research to address the reality of social injustice in education; Ian Menter -- 4. Accountability, social justice and educational research; Merryn Hutchings -- 4. Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons; Andrew McCallum -- 5. Between home and school: Mobilising ‘hard to reach’ white British parents to engage with their children’s education; Nathan Fretwell -- 6. Ability to learn, or ability to pay? How family and finance influence young people’s higher education decisions in Scotland; Sarah Minty -- 7. Inequality, social mobility and the ‘glass floor’: How more affluent parents secure educational advantage for their children; Merryn Hutchings -- 8. In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good; Jayne Osgood -- 9. The masculinisation of the teaching profession or gynophobia as education policy; Marie-Pierre Moreau -- 10. Gender and the politics of knowledge in the academy; Barbara Read and Carole Leathwood -- 11. Curriculum diversity and social justice education: From New Labour to Conservative government control of education in England; Uvanney Maylor -- 12. The construction of political identities: young Europeans’ deliberation on ‘the public good’; Alistair Ross -- 13. Can educational programmes address social inequity? Some examples from Europe; Nanny Hartsmar, Carole Leathwood, Alistair Ross and Julia Spinthourakis -- 14. The problem of the public good and the implications for researching educational policies for social justice; Alistair Ross. .
520 $a This book presents a series of analyses of educational policies – largely in the UK, but some also in Europe – researched by a team of social scientists who share a commitment to social justice and equity in education. We explore what social justice means, in educational policy and practice, and how it impacts on our understanding of both ‘educational science’ and ‘the public good’. Using a social constructivist approach, the book argues that social justice requires a particular and critical analysis of the meaning of meritocracy, and of the way this term turns educational policies towards treating learning as a competition, in which many young people are constructed as ‘losers’. We discuss how many terms in education are essentialised and have specific, and different, meanings for particular social groups, and how this may create issues in both quantitative survey methods and in determining what is ‘the public good’. We discuss social justice across a range of intersecting social characteristics, including social class, ethnicity and gender, as they are applied across the educational policy spectrum, from early years to postgraduate education. We examine the ways that young people construct their identities, and the implications of this for understanding the ‘public good’ in educational practice. We consider the responsibilities of educational researchers to acknowledge these issues, and offer examples of researching with such a commitment. We conclude by considering how educational policy might contribute to a socially just, equitable and inclusive public good.
650 2 4 $a Social Work and Community Development. $3 1106362
650 2 4 $a Politics of the Welfare State. $3 1108007
650 2 4 $a Social Policy. $3 669212
650 2 4 $a Sociology of Education. $3 768504
650 2 4 $a Education, general. $3 1068901
650 1 4 $a Educational Policy and Politics. $3 683657
650 0 $a Social service. $3 557170
650 0 $a Welfare state. $3 556240
650 0 $a Social policy. $3 555261
650 0 $a Educational sociology. $3 555555
650 0 $a Education. $3 555912
650 0 $a Education and state. $3 563302
650 0 $a Educational policy. $3 1200004
700 1 $a Ross, Alistair. $e author. $4 edt $4 http://id.loc.gov/vocabulary/relators/edt $3 1270116
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030625719
776 0 8 $i Printed edition: $z 9783030625733
776 0 8 $i Printed edition: $z 9783030625740
830 0 $a Education Science, Evidence, and the Public Good, $x 2524-843X ; $v 1 $3 1361144
856 4 0 $u https://doi.org/10.1007/978-3-030-62572-6
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)