You are here
Key Issues in Education and Social Justice
- Emma Smith - University of Warwick
- Description
‘This highly accessible book weaves together discussion of recent research findings, policy developments and theoretical perspectives. It provides a thought-provoking and at times contentious introduction that will challenge students and teachers to look beyond the easy and glib rhetoric, helping them understand the complexities of educating for a more equal world.'
Shereen Benjamin, Senior Lecturer in Primary Education, University of Edinburgh This book is an introduction to issues of inequality and social justice, how they relate to education systems and how education can be a force for positive societal change. Drawing upon research, policy and contemporary thinking in the field, this second edition examines educational inequalities that exist today, what lies behind them and what effects they have across society.
New to this edition:
- Wider coverage on social inequalities in relation to income and wealth
- New chapters on: childhood inequalities, international issues in education and social justice, and education inequalities in the USA
- A broader focus on how young people experience social justice that includes the experiences of young offenders.
This is essential reading for students on undergraduate education studies courses, and related degree programmes that explore the relationship between education and society.
‘This highly accessible book weaves together discussion of recent research findings, policy developments and theoretical perspectives. It provides a thought-provoking and at times contentious introduction that will challenge students and teachers to look beyond the easy and glib rhetoric, helping them understand the complexities of educating for a more equal world. Welcome additions to this second edition include an international dimension, and discussion of childhood beyond the school gates. It will continue to feature prominently on our reading lists.'
Excellent text that offers an up to date insight into educational issues. the book chapters support the module content perfectly
Professor Smith has updated this excellent book, providing an accessible and contextually relevant discussion around a topic whose understanding still eludes so many.
This is an essential text for any student or interested party concerned with the concepts of social justice and their impacts upon education. The book both consciously and unconsciously draws together many of the social, cultural and political influences that are often considered in isolation. This is the book all educationalists should be made to read.
Essential reading for BA Early Childhood Studies Year 2 module
A wide-ranging text that is clearly written and soundly researched, which faces up to some difficult questions about UK education and encourages reflective and positive engagement from its readers. I've recommended the chapter on HE to my academic practice students as useful introduction to the background and context of their work and as a prompt to discussion about the barriers many students face within the system.
Education is a key route to the distribution of resources among the entire population. However, unless it is underpinned by social justice with a specific focus on education, this purpose is often lost, resulting in the outcome that leaves many people alienated and excluded. This is an invaluable text to enable educators and students to engage with the ideas.
Preview this book
Sample materials & chapters.
Chapter 1: An Introduction to Education and Social Justice
For instructors
Select a purchasing option, order from:.
- VitalSource
- Amazon Kindle
- Google Play
Related Products
Key Issues in Critical Peace Education Theory and Pedagogical Praxis: Implications for Social Justice and Citizenship Education
- First Online: 21 October 2016
Cite this chapter
- Michalinos Zembylas 5 &
- Zvi Bekerman 6
3513 Accesses
2 Citations
The purpose of this chapter is to explore the potential and necessary interconnections among peace education, social justice education and citizenship education, adopting a critical approach. The authors argue that critical peace education and its conceptual underpinnings have important common ground with social justice and critical citizenship education. To do so, Zembylas and Bekerman trace their own critical path, theorizing and researching peace education; a path which has directed them, first, to uncover the main foundational premises on which traditional work in peace education has evolved and, second, to re-conceptualize peace education based on a critical paradigm away from ‘fideistic’ perspectives, which appear to take for granted that it is important to believe in peace and peace education.
This chapter draws from and extends our article published in the Journal of Peace Education (2013) under the title ‘Peace education in the present: Dismantling and reconstructing some fundamental theoretical premises.’
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
- Available as PDF
- Read on any device
- Instant download
- Own it forever
- Available as EPUB and PDF
- Durable hardcover edition
- Dispatched in 3 to 5 business days
- Free shipping worldwide - see info
Tax calculation will be finalised at checkout
Purchases are for personal use only
Institutional subscriptions
Apple, M. W. (1999). Rhetorical reforms: Markets, standards and inequality. Current Issues in Comparative Education, 1 (2), 6–18.
Google Scholar
Bajaj, M. (2008). “Critical” peace education. In M. Bajaj (Ed.), The encyclopedia of peace education (pp. 135–146). Greenwich: Information Age Publishing.
Bajaj, M. (2015). ‘Pedagogies of resistance’ and critical peace education praxis. Journal of Peace Education, 12 (2), 154–166.
Article Google Scholar
Bajaj, M., & Brantmeier, E. (2011). The politics, praxis, and possibilities of critical peace education. Journal of Peace Education, 8 (3), 221–224.
Bar-Tal, D., & Rosen, Y. (2009). Peace education in societies involved in intractable conflicts: Direct and indirect models. Review of Educational Research, 79 (2), 557–575.
Bekerman, Z. (2007). Rethinking intergroup encounters: Rescuing praxis from theory, activity from education, and peace/co-existence from identity and culture. Journal of Peace Education, 4 (1), 29–41.
Bekerman, Z., & Zembylas, M. (2012). Teaching contested narratives: Identity, memory and reconciliation in peace education and beyond . Cambridge: Cambridge University Press.
Bekerman, Z., & Zembylas, M. (2014). Some reflections on the links between teacher education and peace education: Interrogating the ontology of normative epistemological premises. Teaching and Teacher Education, 41 , 52–59.
Bekerman, Z., Zembylas, M., & McGlynn, C. (2009). Working towards the de-essentialization of identity categories in conflict and post-conflict societies: Israel, Cyprus, and Northern Ireland. Comparative Education Review, 53 (2), 213–234.
Ben-Porath, S. (2003). War and peace education. Journal of Philosophy of Education, 37 (3), 525–533.
Berlak, A. (2004). Confrontation and pedagogy: Cultural secrets and emotion in antioppressive pedagogies. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 123–144). New York: Peter Lang.
Berliner, D. C. (2006). Our impoverished view of educational reform. Teachers College Record, 108 (6), 949–995.
Boler, M. (1999). Feeling power: Emotions and education . New York: Routledge.
Boler, M. (2004). Teaching for hope: The ethics of shattering world views. In D. Liston & J. Garrison (Eds.), Teaching, learning and loving: Reclaiming passion in educational practice (pp. 117–131). New York: RoutledgeFalmer.
Chapter Google Scholar
Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110–136). New York: Routledge.
Bonnell, J., & Simon, R. (2007). ‘Difficult’ exhibitions and intimate encounters. Museum and Society, 5 (2), 65–85.
Brantmeier, E. J. (2010). Toward mainstreaming critical peace education in U.S. teacher education. In C. S. Malott & B. Porfilio (Eds.), Critical pedagogy in the 21st century: A new generation of scholars (pp. 349–375). Greenwish: Information Age Publishing.
Butler, J. (2004). Precarious life: The powers of mourning and violence . London: Verso.
Christopher, D. H., & Taylor, M. (2011). Social justice and critical peace education: Common ideals guiding student teacher transformation. Journal of Peace Education, 8 (3), 295–313.
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education . New York: Teachers College Press.
Davies, L. (2004). Education and conflict: Complexity and chaos . London: RoutledgeFalmer.
DeJaeghere, J. (2006). Intercultural meanings of citizenship in the Australian secondary curriculum: Between critical contestations and minimal constructions. In E. Doyle, B. A. Stevick, & U. Levinson (Eds.), Reimagining civic education: How diverse societies form democratic citizens (pp. 293–317). Boston: Rowman & Littlefield.
DeJaeghere, J., & Tudball, L. (2007). Looking back, looking forward: Critical citizenship as a way ahead for civics and citizenship education in Australia. Citizenship Teaching and Learning, 3 (2), 40–57.
Diaz-Soto, L. (2005). How can we teach peace when we are so outraged? A call for critical peace education. Taboo: The Journal of Culture and Education, 9 (2), 91–96.
Foucault, M. (1983a). The subject and power: Afterword. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 208–227). Chicago: University of Chicago Press.
Foucault, M. (1983b). On the genealogy of ethics: An overview of work in progress. In H. Dreyfus & P. Rabinow (Eds.), Michel Foucault: Beyond structuralism and hermeneutics (pp. 229–252). Chicago: University of Chicago Press.
Foucault, M. (1984). Space, knowledge and power. In P. Rabinow (Ed.), The Foucault reader (pp. 239–256). London: Penguin.
Freire, P.(1970). Pedagogy of the oppressed (trans: Ramos, M.B.). New York: Continuum (Original work published in 1955).
Freire, P., & Macedo, D. P. (1995). A dialogue: Culture, language and race. Harvard Educational Review, 65 , 377–403.
Gur-Ze’ev, I. (2001). Philosophy of peace education in a postmodern era. Educational Theory, 51 (3), 315–336.
Harris, I. (2004). Peace education theory. Journal of Peace Education, 1 (1), 5–20.
Hayden, R. M. (2002). Antagonistic tolerance: Competitive sharing of religious sites in South Asia and the Balkans. Current Anthropology, 43 (2), 205–219.
Hirschl, M. J., & Steinmo, S. (2003). Correcting the record: Understanding the history of federal intervention and failure in securing U.S. educational reform. Educational Policy, 17 (3), 343–364.
Horkheimer, M. (1982). Critical theory New York . New York: Seabury Press.
Irvine, J. J. (2003). Educating teachers for diversity: Seeing with a cultural eye . New York: Teachers College Press.
Jansen, J. (2009). Knowledge in the blood: Confronting race and the apartheid past . Stanford: Stanford University Press.
Johnson, L., & Morris, P. (2010). Towards a framework for critical citizenship education. The Curriculum Journal, 21 (1), 77–96.
Keet, A., Zinn, D., & Porteus, K. (2009). Mutual vulnerability: A key principle in a humanising pedagogy in post-conflict societies. Perspectives in Education, 27 (2), 109–119.
Kincheloe, J. L., & Steinberg, S. R. (1998). Addressing the crisis of whiteness: Reconfiguring white identity in a pedagogy of whiteness. In J. L. Kincheloe, S. R. Steinberg, N. M. Rodriguez, & R. E. Chennault (Eds.), White reign: Deploying whiteness in America (pp. 3–29). New York: St. Martin’s Press.
King, J. E. (2005). Black education: A transformative research and action agenda for the new century . Mahwah: Erlbaum.
Kumashiro, K. K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching. Harvard Educational Review, 72 (1), 67–92.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children . San Francisco: Jossey-Bass.
Leibowitz, B., Bozalek, V., Rohleder, P., Carolissen, R., & Swartz, L. (2010). ‘Ah, but the whiteys love to talk about themselves’: Discomfort as a pedagogy for change. Race Ethnicity and Education, 13 (1), 83–100.
Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67 (2), 187–209.
Page, J. (2008). Peace education: Exploring ethical and philosophical foundations . Charlotte: Information Age Publishing.
Ravitch, D. (2000). Left back: A century of failed school reforms . New York: Simon & Schuster.
Rose, N. (1999). Powers of freedom: Reframing political thought . Cambridge: Cambridge University Press.
Book Google Scholar
Sarason, S. (1990). The predictable failure of educational reform . San Francisco: Jossey-Bass.
Synott, J. (2005). Peace education as an educational paradigm: Review of a changing field using an old measure. Journal of Peace Education, 2 (1), 3–16.
Torres, C. A. (1998). Democracy, education, and multiculturalism: Dilemmas of citizenship in a global world. Comparative Education Review, 42 (4), 421–447.
Trifonas, P., & Wright, B. (Eds.) (2013). Critical peace education: Difficult dialogues . Dordrecht: Springer.
Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform . Cambridge, MA: Harvard University Press.
Vlieghe, J. (2010). Judith Butler and the public dimension of the body: Education, critique and corporeal vulnerability. Journal of Philosophy of Education, 44 (1), 153–170.
Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of antiracism in higher education. Teaching in Higher Education, 17 (2), 113–125.
Zembylas, M. (2013a). The ‘crisis of pity’ and the radicalization of solidarity: Towards critical pedagogies of compassion. Educational Studies: A Journal of the American Educational Studies Association, 49 , 504–521.
Zembylas, M. (2013b). Critical pedagogy and emotion: Working through troubled knowledge in posttraumatic societies. Critical Studies in Education, 54 (2), 176–189.
Zembylas, M. (2015). Emotion and traumatic conflict: Re-claiming healing in education . Oxford: Oxford University Press.
Zembylas, M. (in press) Emotion, trauma, and critical pedagogy: Implications for critical peace education. In M Bajaj & M Hantzopoulos (eds) Peace education : International perspectives . New York: Bloomsbury.
Zembylas, M., & Bekerman, Z. (2013). Peace education in the present: Dismantling and reconstructing some fundamental theoretical premises. Journal of Peace Education, 10 (2), 197–214.
Zembylas, M., & McGlynn, C. (2012). Discomforting pedagogies: Emotional tensions, ethical dilemmas and transformative possibilities. British Educational Research Journal, 38 (1), 41–60.
Zembylas, M., Charalambous, C., & Charalambous, P. (2012). Manifestations of Greek-Cypriot teachers’ discomfort toward a peace education initiative: Engaging with discomfort pedagogically. Teaching & Teacher Education, 28 , 1071–1082.
Download references
Author information
Authors and affiliations.
Open University of Cyprus, Latsia, Cyprus
Michalinos Zembylas
Hebrew University Jerusalem, Jerusalem, Israel
Zvi Bekerman
You can also search for this author in PubMed Google Scholar
Editor information
Editors and affiliations.
Faculty of Education, Canterbury Christ Church University, Canterbury, United Kingdom
Andrew Peterson
Sch of Edu, Mawson Lakes Campus, University of South Australia, Magill, South Australia, Australia
Robert Hattam
Program of Educational Studies, Open University of Cyprus, Latsia, Cyprus
Jubilee Centre for Character and Virtues, University of Birmingham, Birmingham, United Kingdom
James Arthur
Copyright information
© 2016 The Author(s)
About this chapter
Zembylas, M., Bekerman, Z. (2016). Key Issues in Critical Peace Education Theory and Pedagogical Praxis: Implications for Social Justice and Citizenship Education. In: Peterson, A., Hattam, R., Zembylas, M., Arthur, J. (eds) The Palgrave International Handbook of Education for Citizenship and Social Justice. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51507-0_13
Download citation
DOI : https://doi.org/10.1057/978-1-137-51507-0_13
Published : 21 October 2016
Publisher Name : Palgrave Macmillan, London
Print ISBN : 978-1-137-51506-3
Online ISBN : 978-1-137-51507-0
eBook Packages : Social Sciences Social Sciences (R0)
Share this chapter
Anyone you share the following link with will be able to read this content:
Sorry, a shareable link is not currently available for this article.
Provided by the Springer Nature SharedIt content-sharing initiative
- Publish with us
Policies and ethics
- Find a journal
- Track your research
IMAGES
VIDEO
COMMENTS
Key Issues in Education and Social Justice 00_EMMA_SMITH_2E_Prelims.indd 1 5/26/2018 12:00:14 PM. EDUCATION STUDIES: KEY ISSUES SERIES In the last 20 years or so education studies has developed rapidly as a subject in its own right. Beginning initially at undergraduate level, this expansion is
Key issues in education and social justice. June 2013; Educational Studies 39(5) DOI:10.1080/03055698 ... Texas State University; Download full-text PDF Read full-text. Download full-text PDF ...
Fairness, Equity and Social Cooperation: A Moderate Islamic Social Justice Leadership Model for Higher Education. E. Samier. Education, Political Science. 2016. This chapter explores the intersection of social justice and higher education leadership concepts from an Islamic perspective in the context of a critique of neoliberal globalized ...
education for social justice, Bell (1997) characterizes it as "both a process and a goal" with the ultimate aim being "full and equal participation of all groups in a society that is mutually shaped to meet their needs" (p. 3). Hackman (2005) writes that "social justice education encourages students to take an active role in their own
of a social justice education practice. And each topic aligns with Learning for Justice's Social Justice Standards, which offer a road map for social justice education from grades K-12 and are organized into four domains: Identity, Diversity, Justice and Action. The strategies within each topic include explanations for ways
Books. Key Issues in Education and Social Justice. Emma Smith. SAGE Publications, Jun 14, 2018 - Education - 264 pages. 'This highly accessible book weaves together discussion of recent research findings, policy developments and theoretical perspectives. It provides a thought-provoking and at times contentious introduction that will challenge ...
conceptualize social justice in education are distributive justice and social recog-nition. While these two concepts are not mutually exclusive in theory, they can in practice serve to unintentionally undermine the other. We explore in this chapter how these, and other social justice constructs, either conflict or complement each
They. use "social justice" to denote a regulative principle of order, especially the redistribution of wealth, income and power. Their focus is not virtue but political economy and power (Novak 2000). The nexus between social justice and education indicates the problematic.
Shereen Benjamin, Senior Lecturer in Primary Education, University of Edinburgh. This book is an introduction to issues of inequality and social justice, how they relate to education systems and how education can be a force for positive societal change. Drawing upon research, policy and contemporary thinking in the field, this second edition ...
Key issues in education and social justice: Educational Studies: Vol 39 , No 5 - Get Access. Educational Studies Volume 39, 2013 - Issue 5. 3,069.
comparative trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social ...
knowledge in the education field has made significant contributions to the public understanding of educational processes - substantively, methodologically and conceptually. The book is highly recommended for all those who wish to understand how the multi-disciplinary corpus of knowledge in education has evolved and will interest international academics and researchers in the field of ...
The main features of a social justice approach to education Social justice pedagogies have emerged from a rich and complex set of activist and consciousness-raising movements, such as the Civil Rights movement and feminism, as well as pedagogies such as ... Pasiika Education, which aim to address issues of privilege and marginalisation. These ...
Inclusion, Equity, Diversity, and Social Justice in Education in the Twenty-First Century. February 2023. DOI: 10.1007/978-981-19-5008-7_1. In book: Inclusion, Equity, Diversity, and Social ...
Nieuwenhuis/Social justice in education today. 193. of opportunity must be combined with social justice principles to. provide substantive equality to marginalised groups. Equality of. condition ...
The Power of Educational Justice Movements. Published. November 1, 2018. Mark Warren. Professor, Department of Public Policy and Public Affairs, McCormack Graduate School, University of Massachusetts Boston. This blog is part of the series, Education and the Path to Equity, examining issues of education and equity 5 decades after the Kerner ...
For educators and scholars, social justice means both exploring what a socially equitable education system would look like and how education plays a role in developing and maintaining a socially just society. Modern definitions of the term draw from a wide variety of disciplines, theories, and social movements.
The chapter underscores the high returns to investment in SEL and its contribution to not only academic achievement but also to social issues such as bullying, substance abuse, aggression, and depression, among others. chapter 5 emphasizes the importance of building a strong foundation of academic skills, such as literacy and numeracy, to ...
About this book. Education and Social Justice presents up-to-date scholarly research on global l and comparative trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research.
Key Issues in Critical Peace Education Theory and Pedagogical Praxis: Implications for Social Justice and Citizenship Education October 2016 DOI: 10.1057/978-1-137-51507-0_13
This is so because, first, peace/social justice/citizenship education is not a 'thing' (a reified knowledge which can be transmitted); second, peace/social justice/citizenship education is a set of activities in the world and not a set of abstract ideas in the head; and, third, if we overlook the previous two points, we fall into the same ...