Social Justice, Education and Identity

This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organization and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities.
The book contains examples drawn from early years through to higher education. It has a dual focus, addressing:
* theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction
* the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability.
Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich.
This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education.

This book answers questions regarding the issue of social justice in education. Its central theme is the formation and development of learner and teacher identifies 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.

Divided into three sections, this book covers theoretical debates in social justice, learner identities and experiences and teacher identities and the impact of recent policy developments.

Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by an international panel of highly respected contributors. The volume is based on current research and balanced with theory and extensive empirical evidence.

Carol Vincent is Senior Lecturer in Education Policy at the University of London's Institute of Education.