Skip to main content
SpringerLink
Log in

Rediscovering Discourses of Social Justice: Making Hope Practical

  • Chapter
  • First Online:
Critical Voices in Teacher Education

Part of the book series: Explorations of Educational Purpose ((EXEP,volume 22))

Abstract

In times when the rhetoric of social justice has largely disappeared from education policy, many university-based teacher education programs continue to emphasize the importance of the social context of learning and socially just pedagogies. But what does teaching for social justice mean in practice? How do teachers engage with issues of educational disadvantage and social injustice in the context of mandated curricula, testing regimes and manifestly unfair education policies and practices? With reference to critical ethnographic research in Australian schools, this chapter explores how a ‘politics of possibility’ (Giroux, Harvard Educational Review, 53(5):257–293, 1985) can be brought to bear in developing more socially just curriculum in schools and teacher education courses. Beginning with an overview of contemporary discourses on social justice and education, the chapter describes the ‘resources of hope’ (Williams, Resources of hope. Verso, London, 1989) in schools and communities that enable teachers to navigate an ethical pathway between the more regressive aspects of neoliberal policies and a knowledge of what really works for students in contexts of disadvantage.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abbate-Vaughn, J. (2005). Book review of walking the road: Race, diversity, and social justice in teacher education. Educational Studies, 38(3), 298–302.

    Google Scholar 

  • Anyon, J. (2005). Radical possibilities: Public policy, urban education and a new social movement. New York: Routledge.

    Google Scholar 

  • Australian Council of Social Services. (2011). ACOSS Indicators of inequality fact sheet. Redfern, Australia: ACOSS.

    Google Scholar 

  • Ayers, W. (2004). Teaching the personal and the political: Essays on hope and justice. New York: Teachers College Press.

    Google Scholar 

  • Ayers, W., Hunt, J., & Quinn, T. (Eds.). (1998). Teaching for social justice. New York: Teachers College Press.

    Google Scholar 

  • Bates, R. (2006). Public education, social justice and teacher education. Asia-Pacific Journal of Teacher Education, 34(3), 275–286.

    Article  Google Scholar 

  • Bigelow, B., & Petersen, B. (2002). Rethinking globalization: Teaching for justice in an unjust world. Milwaukee, WI: Rethinking Schools Press.

    Google Scholar 

  • Borrero, N. (2009). Preparing new teachers for urban teaching: Creating a community dedicated to social justice. Multicultural Perspectives, 11(4), 221–226.

    Article  Google Scholar 

  • Bradley, D. (2006, Friday June 23). Quality of education a class struggle. Adelaide Advertiser.

    Google Scholar 

  • Burns-Thomas, A. (2007). Supporting new visions for social justice teaching: The potential for professional development networks. Penn GSE Perspectives on Urban Education, 5(1), 1–18.

    Google Scholar 

  • Carnoy, M. (1998). Globalisation and educational restructuring. Melbourne Studies in Education, 39(2), 21–40.

    Article  Google Scholar 

  • Chubbuck, S. (2008). A novice teacher’s beliefs about socially just teaching: Dialogues of many voices. The New Educator, 4, 309–329.

    Article  Google Scholar 

  • Cochran-Smith, M. (2000). Editorial: Teacher education at the turn of the century. Journal of Teacher Education, 51(3), 163–165.

    Article  Google Scholar 

  • Cochran-Smith, M. (2004). Walking the road: Race, diversity and social justice in teacher education. New York: Teachers College Press.

    Google Scholar 

  • Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009). Teacher education for social justice: Critiquing the critiques. In W. Ayers, T. Quinn, & D. Stovall (Eds.), The handbook of social justice in education (pp. 625–639). London: Taylor & Francis.

    Google Scholar 

  • Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115, 347–377.

    Article  Google Scholar 

  • Connell, R. (1993). Schools and social Justice. Leichardt, Australia: Pluto Press.

    Google Scholar 

  • Connell, R. (1994). Poverty and education. Harvard Educational Review, 64(2), 125–149.

    Google Scholar 

  • Darling-Hammond, L. (2005). Educating the new educator: Teacher education and the future of democracy. The New Educator, 1(1), 1–18.

    Article  Google Scholar 

  • Delpit, L. (1995). Other people’s children: Cultural conflicts in the classroom. New York: The New Press.

    Google Scholar 

  • Fraser, N. (1995). Debate: Recognition or redistribution? A critical reading of Young's ‘justice and the politics of difference. The Journal of Political Philosophy, 3(3), 166–180.

    Article  Google Scholar 

  • Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. New York: Routledge.

    Google Scholar 

  • Fraser, N. (2005). Reframing justice in a globalizing world. New Left Review, 36(1–19).

    Google Scholar 

  • Freire, P. (2004). Pedagogy of hope: Reliving pedagogy of the oppressed. Boulder, CO: Westview Press.

    Google Scholar 

  • Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. Buckingham, PA: Open University Press.

    Google Scholar 

  • Giroux, H. (1985). Theories of reproduction and resistance in the new sociology of education: A critical analysis. Harvard Educational Review, 53(5), 257–293.

    Google Scholar 

  • Giroux, H. (2005). The conservative assault on America: Cultural politics, education and the new authoritarianism. Cultural Politics, 1(2), 139–164.

    Article  Google Scholar 

  • Giroux, H. (2006). The Giroux reader. Boulder, CO: Paradigm Publishers.

    Google Scholar 

  • Goodman, J. (1992). Elementary schooling for critical democracy. New York: State University of New York Press.

    Google Scholar 

  • Goodman, J., & Kuzmic, J. (1997). Bringing a progressive pedagogy to conventional schools: Theoretical and practical implications from Harmony. Theory into Practice, 36(2), 79–86.

    Article  Google Scholar 

  • Greig, A., Lewins, F., & White, K. (2003). Inequality in Australia. Port Melbourne, Australia: Cambridge University Press.

    Google Scholar 

  • Griffiths, M. (1998). The discourses of social justice in schools. British Educational Research Journal, 24(3), 301–316.

    Article  Google Scholar 

  • Gruenewald, D. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12.

    Article  Google Scholar 

  • Haberman, M. (1991). The pedagogy of poverty versus good teaching. Phi Delta Kappan, 23(4), 290–294.

    Google Scholar 

  • Kohl, H. (2003). Stupidity and tears: Teaching and learning in troubled times. New York: New Press.

    Google Scholar 

  • Lingard, B., Mills, M., & Hayes, D. (2000). Teachers, school reform and social justice: Challenging research and practice. Australian Educational Researcher, 27(3), 99–115.

    Article  Google Scholar 

  • Luke, A. (2010). Education 2010 and new times: Why equity and social justice still matter, but differently. Paper presented at the Queensland Online Conference.

    Google Scholar 

  • McInerney, P. (2004). Making hope practical: School reform for social justice. Flaxton, Australia: Post Pressed.

    Google Scholar 

  • McInerney, P. (2007). From naive optimism to robust hope: Sustaining a commitment to social justice and teacher education in neoliberal times. Asia-Pacific Journal of Teacher Education, 35(3), 257–272.

    Article  Google Scholar 

  • McInerney, P., Smyth, J., & Down, B. (2011). ‘Coming to a place near you?’ the politics and possibilities of a critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16.

    Article  Google Scholar 

  • Melanville, A., Berg, A., & Blank, M. (2006). Community based learning: Engaging for success and citizenship. Washington, DC: Coalition for Community Schools.

    Google Scholar 

  • Mills, C. (2007). Making a difference: Moving beyond the superficial treatment of diversity. Asia-Pacific Journal of Teacher Education, 36(4), 261–275.

    Article  Google Scholar 

  • Mills, C. (2009). Making sense of pre-service teacher’s dispositions towards social justice: Can teacher education make a difference? Critical Studies in Education, 50(3), 277–288.

    Article  Google Scholar 

  • Mills, C., & Gale, T. (2001). The ‘ideal’: What does this mean for schools and their communities? Paper presented at the Australian Association for Research in Education, Fremantle.

    Google Scholar 

  • Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.

    Article  Google Scholar 

  • Nieto, S. (2000). Placing equity front and centre: Some thoughts on transforming teacher education for the new century. Journal of Teacher Education, 51(3), 180–187.

    Article  Google Scholar 

  • Nieto, S. (2009). Social justice in education: Preparing teachers for diversity. Chicago: National-Louis University.

    Google Scholar 

  • Prosser, B., Lucas, B., & Reid, A. (Eds.). (2010). Connecting lives and learning: Renewing pedagogy in the middle years. Kent Town, SA: Wakefield Press.

    Google Scholar 

  • Rawls, J. (1973). A theory of justice. Oxford, UK: Oxford University Press.

    Google Scholar 

  • Schraeder, T. (2004). Poverty and health in Australia. New Doctor, 80, 17–19.

    Google Scholar 

  • Shields, C., & Mohan, E. (2008). High quality education for all students: Putting social justice at its heart. Teacher Development, 12(4), 289–300.

    Article  Google Scholar 

  • Shor, I. (1996). Education is politics: Paulo Freire's critical pedagogy. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 25–35). London: Routledge.

    Google Scholar 

  • Smith, G. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594.

    Google Scholar 

  • Smyth, J. (2006). The politics of reform of teachers’ work and the consequences for schools: Some implications for teacher education. Asia-Pacific Journal of Teacher Education, 34(3), 301–319.

    Article  Google Scholar 

  • Smyth, J., Angus, L., Down, B., & McInerney, P. (2008). Critically engaged learning: Connecting to young lives. New York: Peter Lang.

    Google Scholar 

  • Smyth, J., Angus, L., Down, B., & McInerney, P. (2009). Activist and socially critical school and community renewal: Social justice in exploitative times. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Smyth, J., Down, B., & McInerney, P. (2010). Hanging in with kids in tough times: Engagement in contexts of educational disadvantage in the relational school. New York: Peter Lang.

    Google Scholar 

  • Smyth, J., & McInerney, P. (2007). Teachers in the middle: Reclaiming the wasteland of the adolescent years of schooling. New York: Peter Lang.

    Google Scholar 

  • Vinson, T. (2007). Dropping off the edge: The distribution of disadvantage in Australia. Richmond, Australia: Jesuit Social Services and Catholic Social Services Australia.

    Google Scholar 

  • Whitehead, K. (2007). Addressing social difference with prospective teachers who want “to make a difference”. Asia-Pacific Journal of Teacher Education, 35(4), 367–385.

    Article  Google Scholar 

  • Williams, R. (1989). Resources of hope. London: Verso.

    Google Scholar 

  • Young, I. (1990). Justice and the politics of difference. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Young, N. (1997). Unruly categories: A critique of Nancy Fraser's dual system's theory. New Left Review, 222, 147–160.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Ballarat, Mt Helen, VIC, Australia

    Peter McInerney

Authors
  1. Peter McInerney
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Peter McInerney .

Editor information

Editors and Affiliations

  1. , School of Education, Murdoch University, Dixon Road, Rockingham, 6168, West Australia, Australia

    Barry Down

  2. , School of Education, University of Ballarat, University Drive, Mt Helen, 3350, Victoria, Australia

    John Smyth

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer Netherlands

About this chapter

Cite this chapter

McInerney, P. (2012). Rediscovering Discourses of Social Justice: Making Hope Practical. In: Down, B., Smyth, J. (eds) Critical Voices in Teacher Education. Explorations of Educational Purpose, vol 22. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-3974-1_3

Download citation

Publish with us

Policies and ethics

Search

Navigation