Towards an Understanding of Curricular Justice and Democratic Schooling

Autor/inn/en	Mills, Martin; Riddle, Stewart; McGregor, Glenda; Howell, Angelique
Titel	Towards an Understanding of Curricular Justice and Democratic Schooling
Quelle	In: Journal of Educational Administration and History, 54 (2022) 3, S.345-356 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riddle, Stewart) ORCID (McGregor, Glenda) ORCID (Howell, Angelique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2021.1977262
Schlagwörter	Equal Education; Social Justice; Democratic Values; Social Bias; Foreign Countries; Educational History; Curriculum; Student Diversity; Australia + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; History of education; Bildungsgeschichte; Curricula; Lehrplan; Rahmenplan; Australien
Abstract	Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell's claims--made in "Schools and Social Justice, "published in 1993--of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01