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Education Science, Evidence, and the Public Good

Educational Research for Social Justice

Evidence and Practice from the UK

Editors: Ross, Alistair (Ed.)

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  • Uses intersectionality as a running theme between chapters and topics
  • Draws from a range of educational policy settings, from early years to higher education, in the UK and continental Europe
  • Argues that a good society is one in which social rewards are broadly distributed between all social groups
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eBook 96,29 €
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  • ISBN 978-3-030-62572-6
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Hardcover 124,79 €
price for Spain (gross)
  • ISBN 978-3-030-62571-9
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  • Covid-19 shipping restrictions
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About this book

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.


About the authors

Alistair Ross is an Emeritus Professor at London Metropolitan University, holds a personal Jean Monnet chair, and is a Fellow of the Academy of Social Sciences (UK). After a career in teaching in primary schools, he lectured in teacher education, and then in education policy research. He established and directed IPSE (2000-09) and a Jean Monnet Academic Network on children’s identity and citizenship in Europe (1998-2008). After retiring he has been conducting a one-person study on young European’s constructions of political identities and their participation in political action. Other research interests include citizenship and refugee education, particularly with reference to social inclusion; the nature and diversity of the educational workforce; and access and achievement in education for all social groups.  Recent publications include Understanding the Construction of Identities by New Europeans (Routledge 2015) and Finding Political Identities: Young people in a changing Europe (Palgrave Macmillan 2019).

Table of contents (14 chapters)

Table of contents (14 chapters)
  • What do educational science and the public good mean in the context of educational research for social justice?

    Pages 1-28

    Ross, Alistair

  • Snake oil or hard struggle? Research to address the reality of social injustice in education

    Pages 29-44

    Menter, Ian

  • Accountability, social justice and educational research

    Pages 45-78

    Hutchings, Merryn

  • Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons

    Pages 79-95

    McCallum, Andrew

  • Between home and school: Mobilising ‘hard to reach’ White British parents to engage with their children’s education

    Pages 97-116

    Fretwell, Nathan

Buy this book

eBook 96,29 €
price for Spain (gross)
  • ISBN 978-3-030-62572-6
  • Digitally watermarked, DRM-free
  • Included format: EPUB, PDF
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover 124,79 €
price for Spain (gross)
  • ISBN 978-3-030-62571-9
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
  • The final prices may differ from the prices shown due to specifics of VAT rules
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Bibliographic Information

Bibliographic Information
Book Title
Educational Research for Social Justice
Book Subtitle
Evidence and Practice from the UK
Editors
  • Alistair Ross
Series Title
Education Science, Evidence, and the Public Good
Series Volume
1
Copyright
2021
Publisher
Springer International Publishing
Copyright Holder
Springer Nature Switzerland AG
eBook ISBN
978-3-030-62572-6
DOI
10.1007/978-3-030-62572-6
Hardcover ISBN
978-3-030-62571-9
Series ISSN
2524-8421
Edition Number
1
Number of Pages
XVIII, 330
Number of Illustrations
1 b/w illustrations
Topics