Recognitive justice: renewed commitment to socially just schooling

Mills, Carmen and Gale, Trevor (2001) Recognitive justice: renewed commitment to socially just schooling. In: Researching in contemporary educational environments. Post Pressed, Flaxton, Australia, pp. 64-83. ISBN 9781876682286

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Abstract

The contribution of schools to the production and maintenance of educational inequalities is no secret, yet the continued support for the promotion of differential educational outcomes on the basis of the social groups to which students belong is clearly unjust. This paper discusses the 'ideal' arrangements to promote success in schooling for all students while also critiquing arrangements that are less-than-ideal. In rethinking these matters, the paper draws on the notion of 'recognitive justice': a process model of social justice that includes a positive regard for social difference and the centrality of socially democratic processes. Issues that emerge for teachers and schools include: fostering self-respect and facilitating students' positive self-identities; promoting the development of students' abilities and encouraging expressions of their experiences; and establishing meaningful involvement in schooling premised on self-determination.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 30 Nov 2007 16:01
Last Modified: 29 Jun 2017 03:01
Fields of Research : 16 Studies in Human Society > 1604 Human Geography > 160404 Urban and Regional Studies (excl. Planning)
16 Studies in Human Society > 1605 Policy and Administration > 160512 Social Policy
13 Education > 1303 Specialist Studies in Education > 130304 Educational Administration, Management and Leadership
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939903 Equity and Access to Education
URI: http://eprints.usq.edu.au/id/eprint/17922

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