Educational Justice: Liberal Ideals, Persistent Inequality, and the Constructive Uses of Critique Michael S.MerryPalgrave Macmillan, 2020, Pp. 286.

2021 ◽  
Vol 71 (4) ◽  
pp. 535-538
Author(s):  
Winston C. Thompson
Keyword(s):  
Educational Justice ◽  
Persistent Inequality

Calling Social Work to the Movement for Educational Justice

2020 ◽  
Author(s):  
Annahita Ball
Keyword(s):  
Social Work ◽  
Youth Development ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Valuable Insight ◽  
Educational Justice ◽  
Social Work Research ◽  
Conditions For Learning ◽  
History Of

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Blowout! Sal Castro & the Chicano Struggle for Educational Justice

2012 ◽  
Vol 39 (2) ◽  
pp. 338-340 ◽  
Author(s):  
Jennifer L. Cullison
Keyword(s):  
Educational Justice

School Choice and the Burdens of Justice

2004 ◽  
Vol 2 (2) ◽  
pp. 111-126 ◽  
Author(s):  
Matthew Clayton ◽  
David Stevens
Keyword(s):  
School Choice ◽  
Equality Of Opportunity ◽  
Educational Institutions ◽  
Fair Share ◽  
Educational Justice ◽  
Educational Adequacy ◽  
Private Schooling ◽  
Parental Partiality

This paper takes issue with Swift’s argument for the claim that parents who affirm equality of opportunity can justifiably buy advantageous private schooling if it is necessary to ensure educational adequacy for their children. We advance a number of reasons of justice and morality that support the view that egalitarian parents ought to accept a degree of educational inadequacy: parents have a pro tanto reason to share the burdens of injustice; it is not obvious that the legitimacy of parental partiality is as extensive in unjust circumstances as it is under just arrangements; we have some duty of justice to accept inadequacy for our children in the fight for the realization of educational justice; and we might be morally required to accept more than a fair share of the burden of establishing just educational institutions.

scholarly journals Educational justice and educational citizenship behavior from perspective of nursing students

2016 ◽  
Vol 10 (35) ◽  
pp. 117-140 ◽  
Author(s):  
Seyyedeh Sara Afrazandeh ◽  
Tayebeh Mirzaei ◽  
Battol Pouraboli ◽  
Sakineh Sabzevari
Keyword(s):  
Nursing Students ◽  
Citizenship Behavior ◽  
Educational Justice

Privatization, School Choice and Educational Equality

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Yossi Dahan
Keyword(s):  
School Choice ◽  
Low Cost ◽  
Lower Class ◽  
Educational Equality ◽  
Educational Justice ◽  
Students With Special Needs ◽  
Market Mechanisms ◽  
The Public ◽  
Fair Equality Of Opportunity ◽  
Ideological Background

This Article looks at aspects of the relationship between privatization in education and educational justice, examining these relationships from normative and empirical points of view. It explores different meanings of privatization in the realm of education and assesses underlying reasons for certain aspects of privatization in light of two educational justice: the adequacy approach and the fair equality of opportunity approach. The Article argues that given the competitive nature of the sphere of education, considerations of fairness, as well as utility, solidarity, and democracy supply strong reasons for rejecting various arguments that support the existence of private schools. In the last thirty years, vouchers and school choice schemes have constituted the main modes of privatization, importing market mechanisms and the logic of competition into the realm of education. Empirical evidence suggests that vouchers and school choice schemes have not fulfilled the promise of reducing educational inequalities, partly due to the political, social, economic and ideological background in which they were implemented. The introduction of competition in the realm of education has created a reality that encourages schools to prefer “low cost” students—students from middle and upper classes families—over “high cost” disadvantaged students—who come mainly from the lower class, and students with special needs. Not only have marketization and privatization changed the way that society distributes educational services, they promote a social ethos that emphasizes self-interest over the advancement of the public good and erodes democratic public forums in which collective societal decisions should be resolved.

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