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The American scholar and activist Nancy Fraser has written about a wide range of issues in social and political theory, and is well-known for her philosophical perspectives on democratic theory and on feminist theory. Her work on justice and identity politics has been particularly widely cited, and she has also been active in developing a 'feminism for the 99%'. Although education has not been a direct focus for much of her work, her thinking has been widely disseminated within the critical study of education. This volume illustrates the way in which education researchers have taken up and developed Fraser's theories in the areas of alternative education, higher education, inclusion and disability, and the effects of neoliberalism upon public (state) education, as they ask how social justice within the education system can be enhanced. These insightful essays cover a range of countries and topics, as the authors work with Fraser's concepts, to argue for the development of a more equitable education system. The chapters in this book were originally published as articles in Taylor and Francis journals.
List of contents
Introduction
1. Conceptualizing social justice in education: mapping the territory
2. Equality, Recognition and the Distributive Paradigm
3. Schooling and social justice through the lenses of Nancy Fraser 3. The scholarship of teaching and learning from a social justice perspective 5. Beyond the binary: rethinking teachers' understandings of and engagement with inclusion 6. Education markets, the new politics of recognition and the increasing fatalism towards inequality 7. Alternative education and social justice: considering issues of affective and contributive justice 8. The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging 9. Mixed-income schools and housing: advancing the neoliberal urban agenda
10. Public education in neoliberal times: memory and desire
11. Considering Nancy Fraser's Notion of Social Justice for Social Work: Reflections on
Misframing and the Lives of Refugees in South Africa
About the author
Carol Vincent is a Professor of Sociology of Education at UCL Institute of Education, UK. She has written and researched extensively about the relationship between families and the education system, education policy, and responses to social and ethnic diversity. Her most recent book is
Friendship and Diversity, (2018, with Sarah Neal and Humera Iqbal).
Summary
This book explores how researchers have developed the theories of Nancy Fraser, asking how social justice within the education system can be enhanced, and a more equitable education system achieved. The chapters in this book were originally published in Taylor and Francis journals.
