Social Justice Re-Examined

Dilemmas and solutions for the classroom teacher

Author/Editor(s):
Format:
Paperback / softback, 224 pages, 234 mm x 156 mm
ISBN:
9781858569093
Published:
21 Nov 2019
Imprint:
Trentham Books Ltd

Price: £22.99

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UPDATED AND EXPANDED EDITION

Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues.

The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works.

Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD.

The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society.

  • Rowena Arshad

    Rowena Arshad is Head of the Institute for Education, Community and Society at Moray House, University of Edinburgh.

  • Terry Wrigley

    Terry Wrigley is Visiting Professor at Leeds Metropolitan University.

  • Lynne Pratt

    Lynne Pratt is Programme Director PGDE Secondary and Lecturer in Language Studies at Moray House, University of Edinburgh.

CONTENTS: Foreword; PART 1: Social justice: What has it got to do with me? 1. Shaping Practice: the impact of personal values and experiences, by Rowena Arshad; 2. Individual teachers making a difference in the classroom and the school, by Laura Mitchell; 3. Key concepts and theories: From ambiguity to clarity, by Shereen Benjamin and Rowena Arshad; 4. Resolving dilemmas and improving practice in the early career of teaching, by Helen Knowles; 5. Education, poverty and social class: Some issues for teachers, by Terry Wrigley; PART 2: Learning from school and classroom situations. 6. Using critical literacy to 'do' gender, by Lynne Pratt and Yvonne Foley; 7. Sexuality, sex and gender: Respect and recognition, by Shereen Benjamin; 8. Educate and act for anti-racism, by Rowena Arshad and Clare Harker; 9. Inclusive practices for pupils for whom English is an additional language, by Andy Hancock; 10. Facing the challenge of child poverty, by Siobhan Collingwood and Sheila Laing; 11. Islamophobia and 'British values': A curricular approach, by Sadia Habib; 12. 'How am I meant to cope with this range of disabilities?', by Gillean McCluskey and Gwynedd Lloyd; 13. Gypsies, Roma and Travellers: Teachers making a difference, by Maureen Finn and Pauline Duncan; 14. Learning for sustainability: Our collective future depends on it, by Kirsten Leask, Beth Christie and Rosa Murray; Index.

Our young people, and we ourselves as teachers, may not always have the language or the lenses we need to name the barriers, injustices and oppressions that limit learning in our schools. This book offers both a theoretical and practical understanding of social justice in education.

Claire Young,