Hatley, J 
ORCID: 0000-0003-1232-2050
(2022)
The role of social justice theory in education studies.
In: BESA Conference: Education and Social Justice, 23 - 24 June 2022, Manchester, UK.
Abstract
Hatley argues for a deeper approach to social justice which can support the interconnected thinking that education studies programmes aim to foster. Beyond 'harmony, equity and justice' which can arguably present a surface-level and easily dismissed notion aligned simply with 'fairness', including a theory of social justice throughout a degree programme can enable students to more fully appreciate the systemic nature of justice on multiple scales and equip them to truly understand and navigate the systems they will work within as future educators. Nancy Fraser’s theory of Democratic Justice, with its focus on recognition, redistribution, representation and participatory parity provides a more thorough exploration of issues and supports the critical questioning and orientation towards social justice that education studies degree programmes aspire to foster.
| Item Type: | Conference or Workshop Item (Speech) |
|---|---|
| Note: | The presentation centred on the forthcoming chapter of the same name to be published in 'Understanding education studies: critical issues and new directions' by Routledge in 2022/2023. |
| UN SDGs: | Goal 4: Quality Education |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum L Education > LT Textbooks |
| Divisions: | School of Education |
| Date Deposited: | 08 Aug 2022 11:24 |
| Last Modified: | 21 May 2024 05:30 |
| URI / Page ID: | https://researchspace.bathspa.ac.uk/id/eprint/14899 |
 |
Request a change to this item or report an issue |
 |
Update item (repository staff only) |
Tools
Tools
