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ERIC Number: EJ1066842
Record Type: Journal
Publication Date: 2015-May
Pages: 15
Abstractor: As Provided
ISSN: EISSN-1478-2103
The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England
Bagley, Carl; Beach, Dennis
Policy Futures in Education, v13 n4 p424-438 May 2015
This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism--neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A