Alternative education and social justice: considering issues of affective and contributive justice

Mills, Martin, Mcgregor, Glenda, Baroutsis, Aspa, Te Riele, Kitty and Hayes, Debra (2015) Alternative education and social justice: considering issues of affective and contributive justice. Critical Studies in Education, 57 1: 100-115. doi:10.1080/17508487.2016.1087413


Author Mills, Martin
Mcgregor, Glenda
Baroutsis, Aspa
Te Riele, Kitty
Hayes, Debra
Title Alternative education and social justice: considering issues of affective and contributive justice
Journal name Critical Studies in Education   Check publisher's open access policy
ISSN 1750-8495
1750-8487
Publication date 2015-10-21
Year available 2015
Sub-type Article (original research)
DOI 10.1080/17508487.2016.1087413
Open Access Status Not yet assessed
Volume 57
Issue 1
Start page 100
End page 115
Total pages 16
Place of publication Melbourne, Australia
Publisher Routledge
Collection year 2016
Language eng
Abstract This article considers the ways in which three alternative education sites in Australia support socially just education for their students and how injustice is addressed within these schools. The article begins with recognition of the importance of Nancy Fraser’s work to understandings of social justice. It then goes on to argue that her framework is insufficient for understanding the particularly complex set of injustices that are faced by many highly marginalised young people who have rejected or been rejected by mainstream education systems. We argue here for the need to consider the importance of ‘affective’ and ‘contributive’ aspects of justice in schools. Using interview data from the alternative schools, we highlight issues of affective justice raised by students in relation to their educational journeys, as well as foregrounding teachers’ affective work in schools. We also consider curricular choices and pedagogical practices in respect of matters of contributive justice. Our contention is that the affective and contributive fields are central to the achievement of social justice for the young people attending these sites. Whilst mainstream schools are not the focus of this article, we suggest that the lessons here have salience for all forms of schooling.
Keyword Affective justice
Alternative education
Contributive justice
Social justice
Youth studies
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 2 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 0 times in Scopus Article
Google Scholar Search Google Scholar
Created: Tue, 03 Nov 2015, 00:43:04 EST by System User on behalf of Scholarly Communication and Digitisation Service