From 'Conscientization' to Imagining Redistributive Strategies: Social Justice Collaborations in Elite Schools
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| Title: | From 'Conscientization' to Imagining Redistributive Strategies: Social Justice Collaborations in Elite Schools |
|---|---|
| Language: | English |
| Authors: | Howard, Adam, Maxwell, Claire (ORCID |
| Source: | Globalisation, Societies and Education. 2018 16(4):526-540. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Social Justice, Advantaged, Educational Cooperation, Critical Theory, Citizenship Education, Psychological Patterns, Ethnography, Secondary School Students, Cross Cultural Studies, Foreign Countries, Reputation, Institutional Characteristics, Consciousness Raising, Academic Standards, Parent Attitudes, Barriers, Principals, Administrator Attitudes, Political Attitudes, Teaching Methods, Power Structure, Educational Strategies |
| Geographic Terms: | Jordan, Taiwan, Denmark, Australia, Chile, Ghana |
| DOI: | 10.1080/14767724.2018.1512048 |
| ISSN: | 1476-7724 |
| Abstract: | In this paper we reflect on the challenges of engaging in social justice work within elite schools. Drawing on experiences collaborating with an elite school in a justice-oriented research project, we consider the theoretical resources that informed this work. We demonstrate how Freire's work has been critical in forming the kind of relations that acknowledge and benefit from multiple perspectives. Other conceptual frameworks are then considered, which may facilitate the further embedding and extension of social justice work. We conclude by proposing that Fraser's work offers the necessary tools for this, but emphasise the importance of hope and persistence. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1208045 |
| Database: | ERIC |
| Abstract: | In this paper we reflect on the challenges of engaging in social justice work within elite schools. Drawing on experiences collaborating with an elite school in a justice-oriented research project, we consider the theoretical resources that informed this work. We demonstrate how Freire's work has been critical in forming the kind of relations that acknowledge and benefit from multiple perspectives. Other conceptual frameworks are then considered, which may facilitate the further embedding and extension of social justice work. We conclude by proposing that Fraser's work offers the necessary tools for this, but emphasise the importance of hope and persistence. |
|---|---|
| ISSN: | 1476-7724 |
| DOI: | 10.1080/14767724.2018.1512048 |
