Public Education, Social Justice and Teacher Education

The Politics of Quality Teacher Discourses: Implications for Pre-service Teachers in High Poverty Schools

“…In the Australian education system there are signs of misrecognition that occur through practices of exclusion, for instance as demonstrated by the gap between Indigenous and non-Indigenous school outcomes. While such practices can be subtle, some school practices quite blatantly exclude students on the basis of wealth, gender, sexuality, religion and geography or in the attempt to serve particular exclusionary communities (Bates, 2006). Misrecognition can be multifaceted.…”

Learning to Lead: A Social Justice Perspective on Understanding Elementary Teacher Leadership in Papua New Guinea

“…Indeed, it may well reveal entrenched patterns of misrecognition. Examples of misrecognition in educational processes are widespread within authoritarian cultures such as Botswana (Tikly & Barrett, 2011) and even countries such as Australia, that profess more democratic protocols (Bates, 2006). As misrecognition is culturally embedded in institutional patterns of exclusions and status inequality, addressing social justice in this dimension also includes making visible who can speak and with what authority (Tikly & Barrett, 2011).…”

“…(ALAF 2, Time 2 journal) A response such as this suggests a focus on providing access to quality education and educational resources, and aligns well with Fraser's dimension of redistribution. While Fraser discusses redistribution in economic terms, others such as Bates (2006) and Tikly and Barrett (2011) have applied this dimension specifically to education, referring to redistribution as educational access to a quality education and it potential outcomes.…”

“…(ALAF 5 Time 2 journal) Here, the participant refers to how the program helped her to understand how to support others to reach their potential as leaders for transforming elementary education. Redistribution, in this quote, refers to leaders having access to quality education and the potential outcomes of transformation of education that might arise from this (Bates, 2006;Tikly & Barrett, 2011). A key issue, from a social justice perspective, is to better understand the resource inputs required and to assist leaders to identity how resources can be distributed (Tikly & Barrett, 2011).…”

“…For these participants, their developing knowledge about leadership suggested a shift in thinking from misrecognition to recognition, that is, from a view that leadership that involves culturally defined categories of social actors and status groups (misrecognition), to identifying and acknowledging marginalised groupings within elementary education leadership in PNG (recognition) (Bates, 2006;Fraser, 2000).…”