Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings

Mills, Carmen, Molla, Tebeje, Gale, Trevor, Cross, Russell, Parker, Stephen and Smith, Catherine (2016) Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 1-13. doi:10.1080/01425692.2016.1182009


Author Mills, Carmen
Molla, Tebeje
Gale, Trevor
Cross, Russell
Parker, Stephen
Smith, Catherine
Title Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings
Journal name British Journal of Sociology of Education   Check publisher's open access policy
ISSN 1465-3346
0142-5692
Publication date 2016
Sub-type Article (original research)
DOI 10.1080/01425692.2016.1182009
Open Access Status Not Open Access
Start page 1
End page 13
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Formatted abstract
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that these three social justice dispositions may be insufficient to meaningfully address persisting inequalities in the school system and that a capability-based social justice disposition – absent in our data – is needed. We conclude by highlighting that: social justice dispositions can change; a valid interpretation of metaphors requires ‘contextual stabilization’; and metaphors for social justice are differently constructed in different contexts, influenced by the different social, cultural and material conditions of schools.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
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Created: Wed, 01 Jun 2016, 12:18:45 EST by Susan Moule on behalf of School of Education