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ERIC Number: EJ942059
Record Type: Journal
Publication Date: 2006-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0013-1857
Towards a Contextualized Analysis of Social Justice in Education
Gewirtz, Sharon
Educational Philosophy and Theory, v38 n1 p69-81 Feb 2006
This paper builds on Iris Young's work to argue that social justice in education has to be understood in relation to particular contexts of enactment. More specifically, the author argues that it is not possible to make cross-national or other comparative assessments of social justice without consideration of the ways in which justice is enacted in practice. The contextualized approach to justice that the author is advocating involves: first a recognition of the multi-dimensional nature of justice and the potential for conflict between different facets of justice; second, attention to the ways in which concerns of justice are mediated by the other norms and constraints that motivate actors; and third, a consideration of the way in which contradictions between different facets of justice and these other norms and between justice concerns and the constraints that compete with justice are differentially shaped by the levels and settings in which the actors are operating. This contextualized approach is illustrated using an interview with one mother's encounters with the English education system.
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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)