School Trouble

Education studies, including work in the foundation disciplines of sociology, philosophy and history as well as policy sociology, has at its heart a concern with social justice and the question of how education might be able to contribute to this. This book sets out a series of possible approaches t [...]
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Education studies, including work in the foundation disciplines of sociology, philosophy and history as well as policy sociology, has at its heart a concern with social justice and the question of how education might be able to contribute to this. This book sets out a series of possible approaches to pursuing social justice in and through educational settings. It identifies a series of key features of the contemporary political, policy, theoretical and popular landscape that a politics for social justice in education needs to understand, respond to, navigate, and perhaps shift. The implications of these combined factors for social justice-orientated practices in schools are yet to be fully understood. This book charts these implications as they relate to practice in schools and classrooms, exploring possibilities for political action by addressing important questions such as: What ways of thinking about power and social justice, approaches to engaging with and responding to policy, and pedagogic practices in the classroom offer us tools and tactics for pursuing equity in education?What might we be able to do to avoid these endeavours being incorporated into dominant individualising and consumer-focused approaches? Are these tools already available or yet-to-be imagined? How can they draw on the insights of a range of traditions in political philosophy and theory? This book also addresses: How might political practices be theorised, conceived, organised and enacted in educational settings in a moment when the limits of left- structural, liberal, and identity politics have become apparent? Should politics in education be understood as a practice of everyday life in schools, as pedagogic practice, as activism, or as policy formation and governance? How might existing insights concerning subjectivity, power and politics be brought to critical pedagogic forms? The accessibility and applied nature of the ideas explored in the book mean that it is of use to advanced undergraduates and education practitioners as well as postgraduate students and scholars in the field of education as well as in sociology, cultural studies, and social and political science.