Abstract
What is social justice? What does citizenship have to do with social justice? These questions are at the forefront of this chapter. Can Fraser’s model of social justice assist educators to help promote equality? Three continuums of this model are explained, so teachers at every level can deeply ponder where they should navigate regarding each continuum of Fraser’s model. Can we promote equality by focusing on “sameness” or “difference” in the classroom? Which is more important? Do we show how we are all alike? Do we emphasize how we are different? Where is the middle ground? A second continuum to consider is that of recognition versus redistribution? Should we recognize that there are inequities as part of reality or should we work with students to redistribute the capital that is available? Finally, should we emphasize interaction on the microlevel or on the macrolevel? In other words, do we make a difference in the world more effectively through action by one on one or small groups? Or, is action more effective by working within a larger context at the macrolevel?
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Christensen, L.M., Aldridge, J. (2013). The Dilemma of Social Justice. In: Critical Pedagogy for Early Childhood and Elementary Educators. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5395-2_9
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DOI: https://doi.org/10.1007/978-94-007-5395-2_9
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