Second Modernity, (In)equality, and Social (In)justice

Autor/inn/en	Clay, John; George, Rosalyn
Titel	Second Modernity, (In)equality, and Social (In)justice
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 38 (2016) 1, S.29-41 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2016.1119641
Schlagwörter	Economic Climate; Social Justice; Socioeconomic Status; Poverty; Social Stratification; Social Change; Children; Teacher Role; Foreign Countries; Federal Legislation; Educational Policy; World Problems; Social Discrimination; United Kingdom + Suchen Sie Ihr Suchwort? Wirtschaftslage; Soziale Gerechtigkeit; Socio-economic status; Sozioökonomischer Status; Armut; Soziale Zusammensetzung; Sozialer Wandel; Child; Kind; Kinder; Lehrerrolle; Ausland; Bundesrecht; Politics of education; Bildungspolitik; Weltproblem; Soziale Benachteiligung; Soziale Schließung; Großbritannien
Abstract	It is important to realize that the economic climate since the banking crisis in 2007 has seen the rate of income and wealth inequality accelerate. This has reached the point where concerns for political, economic, and social stability have been raised by those representing the pillars and foundations of institutions that represent the market model of modernity. Christine Lagarde, the Head of the International Monetary Fund, was quoted as saying that inequality threatened democracy, global financial stability, and human rights. In the same article Pope Francis was reported as tweeting that "Inequality is the root of social evil." For children and young people growing up in this society, the impact of inequality has been quite profound. Poverty hasn't gone away but in fact the contemporary social order as framed within a neo-liberalized world has exacerbated inequalities and intensified social exclusion. The dominant minority in current society are more than happy to use the structures of modernity and the various agencies of the state to entrench and consolidate those privileges whilst making the case for the very same structures to be weakened and trimmed in their role and functions in protecting the dominated majority. The very structures that are exploited by the elite for their benefit has to be deployed to work in favor of the many. What can be done for the children in this environment is for teachers to become more knowing and engaged with the social processes that insist on maintaining a system of haves and have nots. Teachers need to re-imagine the possibilities and be part of a politics of hope for the young who are the marginalized. If teachers fail to connect with their students' lives, or fail to support them within this increasingly uncertain world, their inaction becomes one of compliance. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01