Social Justice Education And Identity

This book discusses the issue of social justice in education and how it relates to the formation and development of learner and teacher identities. It is divided into three sections, covering theoretical debates, learner identities and experiences, and teacher identities and policy developments. The essays in the book are based on current research and provide a balance of theory and empirical evidence. The book has implications for both policy and practice and offers insights into the ways in which schools can create more inclusive and democratic learning environments.

This volume answers questions regarding the issue of social justice in education. Its central theme is the formation and development of learner and teacher identities within the education system. It examines the ways in which particular social groups experience learning and teaching, evaluating the role that education has to play in addressing social justice concerns.;The book is divided into three sections, which deal with major aspects of this topic: theoretical debates in social justice, addressing concepts such as social capital and class and gender reproduction; learner identifies and experiences, focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability; and teacher identities and the impact of policy developments upon these identities.;Carol Vincent has assembled a wide-ranging collection of essays by an international panel of highly respected contributors. The volume is based on current research, carried out by the contributors themselves, and balances theory and research with extensive empirical evidence. The debate therefore has implications for policy and practice, as well as being theoretically and analytically rich. This book prov Review: 'There is something in here for most practitioners in the sector, as well as those who are solely academic' - Sue Crowley, Learning and Skills Research '[This book] offer[s] important insights into the ways in which schools circumscribe the educational experiences of LGBTQ students..offer[s] a compelling critique of heteronormative violence imposed upon LGBTQ populations...reconfigures out existing notions of what it means to foster democratic schooling.' - Educational Theory, Volume 57, Number 1, February 2007