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ERIC Number: EJ1180423
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1682-3206
Mapping Social Justice Perspectives and Their Relationship with Curricular and Schools' Evaluation Practices: Looking at Scientific Publications
Sampaio, Marta; Leite, Carlinda
Education as Change, v22 n1 2018
The main aim of this article is to give an overview of how the concept of social justice-- as linked to curricular and evaluation practices--has been developed in scientific publications over the years. To achieve this goal, a mapping study was carried out by collecting scientific publications from the Web of Science Core Collection. The analysis focused on 217 articles from 50 scientific journals. Each one of the 217 articles was analysed through the process of content analysis. From this analysis, it was possible to conclude that the concept of social justice has been developed, in the main, from a broad view of equity in which inclusion and democracy are central. However, the political agenda, externally imposed and guided by accountability and effectiveness processes, frames all actions relating to social justice issues especially in schools. Accountability and effectiveness processes shape the way that social justice is perceived by policymakers and, consequently, how the processes to achieve them are considered and implemented.
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A