Titlebook: Educational Research for Social Justice; Evidence and Practic Alistair Ross Book 2021 The Editor(s) (if applicable) and The Author(s), unde

不足的東西

Feenberg, Rationality and Isolationcade, focusing and elaborating on a single theme that has threaded through much of our work: the dynamics of gendered knowledges in higher education. We draw on a range of intersectional perspectives in discussing the dynamics of gender and the politics of knowledge in higher education institutions,

現(xiàn)實(shí)

https://doi.org/10.1007/978-3-658-41543-3 to be delivered in English schools; the role it saw the National Curriculum as playing in British society and in raising the attainment of ethnically diverse groups; together with how such expectations led to the commissioning of two National Curriculum diversity reports. Drawing on social justice

BAIL

Vitiligo: A Patch on Skin and the Mind,sues of the ‘public good’. This chapter examines how many young Europeans appear to be constructing identities that include a globalised and/or European dimension, that coalesces around issues of political, social and environmental rights. This response to the changing political culture in Europe, t

Microaneurysm

The Six-Day War and its Consequences,pter reflects on the conclusions and recommendations of a study made by a seven-country team that in 2006–2009 investigated policies relating to different kinds of inequality and disadvantage in 14 states, locating them within the educational cultures, structures and policy discourses in each state.

保存

Strength

Alistair RossUses intersectionality as a running theme between chapters and topics.Draws from a range of educational policy settings, from early years to higher education, in the UK and continental Europe.Argues t

peptic-ulcer

帶來(lái)的感覺(jué)

Educational Research for Social Justice978-3-030-62572-6Series ISSN 2524-8421 Series E-ISSN 2524-843X

直覺(jué)好

What do educational science and the public good mean in the context of educational research for socrch that leads to social justice. This introductory chapter sets out what we understand social justice to mean, and how this gives a particular connotation to the terms ‘educational science’ and ‘the public good’. We share the same approach to the nature of educational policy research and its purpos

jagged