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Social justice is a complex construct that invariably lacks unproblematic operationalisation within social research. This book uses ethnographic research to situate a rich and complex model of social justice, foregrounding the participatory potential of the participant to generate emancipatory spaces.
List of contents
Introduction: ethnographies of education for social justice
1. Illustrations of ethical dilemmas during ethnographic fieldwork: when social justice meets neoliberalism in adult education.
2. Socio-educational support in exercising citizenship: analysis of an out-of-school programme with adolescents
3. Feminist ethnography as 'Troublemaker' in educational research: analysing barriers of social justice.
4. Social inequality as exclusion in a rural school.
5. Dialogues, actions and discourses of a rural head teacher and an ethnographer in search of a fairer and more inclusive school.
6. Collaboration between ethnographers and the educational community of a school in the development of inclusive education.
7. Practices and intellectual requirements for attaining inclusive education and social justice in Initial Teacher Education: ethnography
About the author
Begoña Vigo Arrazola is Associate Professor in the Faculty of Education at Zaragoza University, Spain. She is on the organizing committee of the
Oxford Ethnography and Education Conference and is convenor of the network 19 of ethnography in the European Educational Research Association. She is a member of the board of the journal
Ethnography and Education. Her research focusses on social justice, inclusive education, disadvantage spaces,
teacher education, and ethnography.
Jonathan Tummons is Professor in the School of Education at Durham University, UK. He sits on the organizing committee of the
Oxford Ethnography and Education Conference and is deputy editor of the journal
Ethnography and Education. His research explores a variety of contexts including workplaces, technical colleges, and universities, not only describing processes of learning and education but also challenging discriminatory attitudes towards particular forms of provision. To do this, he draws on the work of Bruno Latour alongside sociocultural theories of cognition. His new book
Communities of Practice in Higher Education: Learning, Teaching, and Research is published by Routledge.
