Pedagogies making a difference: Issues of social justice and inclusion

Lingard, Bob and Mills, Martin (2007) Pedagogies making a difference: Issues of social justice and inclusion. International Journal of Inclusive Education, 11 3: 233-244.

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Author Lingard, Bob
Mills, Martin
Title Pedagogies making a difference: Issues of social justice and inclusion
Journal name International Journal of Inclusive Education   Check publisher's open access policy
ISSN 1360-3116
1464-5173
Publication date 2007-05
Sub-type Article (original research)
DOI 10.1080/13603110701237472
Volume 11
Issue 3
Start page 233
End page 244
Total pages 12
Place of publication London, U.K.
Publisher Routledge
Collection year 2008
Language eng
Subject C1
330103 Sociology of Education
749906 Education policy
Abstract This paper provides an introduction and framing for this special issue of International Journal of Inclusive Education on pedagogies as an issue of social justice and inclusion. The paper works in the interstices between a sociologically sophisticated reproduction theory and a sociologically naiumlve school effectiveness framework in suggesting pedagogies can make a difference in terms of schooling as a good in and of itself and as a positional good. It rejects the pessimism of the former and the optimism of the latter and accepts the stance of the US school reform literature that teacher classroom practices have the greatest impact of all school-based factors. However, pedagogies alone cannot make all of the difference, particularly given the vast inequalities which surround schooling and what Ladson-Billings (2006) calls the 'educational debt'. Further, it is argued that considerations of socially just pedagogies also must of necessity involve considerations of curriculum, the purposes of schooling and assessment. The paper then summarizes the ways in which the essays included here provide a scaffold for what socially just pedagogies might look like today, stretching from the public pedagogies of politics to school-based pedagogies in the 'totally pedagogised society' (Bernstein, 2001b). Asking about socially just educational practices requires policy sociology to combine action-oriented and critical perspectives. It demands a respect for practice and a willingness to see educational practices as sites of justice, not merely sites of injustice (Cribb & Gewirtz, 2003, p. 28).
Keyword Pedagogy
Social justice
Inclusion
Teacher
Classroom practice
Curriculum
Q-Index Code C1
Additional Notes Special Issue: Pedagogies as an issue of social justice and inclusion

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
School of Education Publications
 
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Created: Tue, 01 Apr 2008, 09:44:48 EST by Rebecca Donohoe on behalf of School of Education