Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood

Wilkinson, J. Eric

doi:10.1007/978-3-030-14625-2_7

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…Research shows that seeing people from diverse backgrounds in different positions in the company makes employees feel more connected and recognized. Beyond physical differences, organizational representation requires valuing diverse perspectives, experiences, and achievements (Wilkinson, 2020). Positive perceptions of diversity are promoted in workplaces that recognize employees' opinions and contributions.…”

Section: Employee Perception Of Inclusivitymentioning

confidence: 99%

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Fitriana

2023

J. Admin. Bus. Stud.

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In response to the evolving landscape of contemporary workplaces and the increasing emphasis on diversity and inclusion, this research addresses existing gaps in understanding the intricate relationships shaping employee satisfaction with diversity initiatives. Recognizing the nuanced experiences within organizational contexts, the study adopts a qualitative approach, conducting semi-structured interviews to capture rich narratives and perspectives. The primary purpose of this research is to comprehensively investigate how various organizational factors collectively in􀅫luence employee satisfaction with diversity and inclusion initiatives. By examining the impact of organizational commitment, employee perceptions, training programs, team dynamics, and leadership support, the study aims to contribute a holistic understanding of the dynamics at play. The research aims to 􀅫ill gaps in the literature, considering both theoretical and practical implications for fostering inclusive workplace cultures. Conducted as a qualitative study, the research engaged 14 semi-structured interviews, employing a three-step thematic analysis approach. The selection of this method allowed for an in-depth exploration of employee experiences, offering a nuanced perspective on the interconnected variables in􀅫luencing satisfaction with diversity initiatives. The study reached data saturation, ensuring a comprehensive understanding of the studied phenomena. The 􀅫indings of the study illuminate the intricate relationships among organizational commitment, employee perceptions, training programs, collaborative team dynamics, leadership support, and employee satisfaction. Noteworthy insights include the pivotal role of leadership support, the signi􀅫icance of inclusive team interactions, and the impact of well-designed training programs. The study's contribution lies in uncovering the synergies between these variables, providing actionable insights for organizations seeking to enhance diversity and inclusion initiatives. This research stands out for its holistic exploration of the interconnected variables in􀅫luencing employee satisfaction with diversity initiatives. By adopting a qualitative approach, the study captures the nuanced experiences of employees within speci􀅫ic organizational contexts. The originality lies in addressing gaps in the existing literature and offering a deeper understanding of how organizational commitment, employee perceptions, training programs, team dynamics, and leadership support collectively shape employee satisfaction. The signi􀅫icance of the study extends to both academic and practical realms, contributing theoretical insights for scholars and offering actionable recommendations for organizational leaders striving to create inclusive workplace cultures.

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Section: Employee Perception Of Inclusivitymentioning

confidence: 99%

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Fitriana

2023

J. Admin. Bus. Stud.

View full text Add to dashboard Cite

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“…If a kindergarten was failing to meet the set standards many parents were eager to transfer their child to the private sector if they could afford it. This is also the situation in Taiwan where the cost of sending a young child to a high-status kindergarten in the private sector can be four times more than the annual fee for a university place for an older child [25]. However, many professional ECEC educators, particularly in the US, have challenged the childcare market mentality by raising the awareness of teachers in training to the limitations of this approach as it does not help children to become critically engaged democratic citizens [22].…”

Section: Ideology and Early Childhood Educationmentioning

confidence: 99%

“…Social justice encompasses three main themes: fairness, opportunity and respect and are axiomatic to how the adult world intersects with childhood. The challenge for ECEC settings is to make a public declaration that the principles of social justice are pursued in the setting in which children are encouraged to become aware about fairness, to take up new and challenging opportunities and to respect the views of others [25]. Such a declaration needs to be negotiated with the children's parents as it contains sensitive and potentially threatening challenges to many parents whose mind-sets may be deeply rooted in a particular ideology outlined above.…”

Section: The Challenge To Ecec Settings and Ecec Professionalsmentioning

confidence: 99%

Contemporary Challenges for Education in Early Childhood

Wilkinson¹

2021

Education in Childhood

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Over the past two centuries the Age of Modernity has dominated intellectual thought and related actions predominantly in the English-speaking world. It is now becoming increasingly recognized by academics and powerful organizations both nationally and internationally that the consequence of this mode of thinking has generated immense problems for the contemporary world. The level of social and economic inequalities that continue to increase has now become the concern of many, particularly those who identify with the thinking and ideas associated with the emerging Age of Post-Modernity. The challenge to Education is profound not least so in how young children’s awareness, knowledge and understanding about the society in which they live is transmitted, often unwittingly, initially in families and subsequently in kindergartens and schools. This paper first addresses the main social constructions of childhood that can be identified in democratic countries and then links these constructions to the three dominant ideologies that exert axiomatic influence on the education process in different countries. Emerging from this brief analysis the paper identifies three fundamental and important challenges to those with responsibility and influence on young children’s education be they in governments, educational institutions or families.

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‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK

Tembo,

Dujczynski,

Sakr

2024

Journal of Early Childhood Research

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In light of ongoing inequalities within society, the role of social justice leadership in educational spaces remains a central arena amongst research and practice. It is widely recognised that clear recognition and understanding of social justice among educators can offer the capacity for meaningful change against inequalities that continue to saturate both the profession and the experiences of children themselves. Yet, as argued with most clarity by Furman, recognition and understanding alone remain limited strategies in the absence of examples of practice and the development of capacities needed to advance social justice. Furman’s model of social justice leadership offers an avenue to consider the more precise nature of anti-racist practice praxis in the early childhood field. This article will evaluate the effectiveness of the model as applied to anti-racism. It will draw on data from a qualitative study on ethnicity and the early years workforce to consider the extent to which nursery school head teachers may be becoming attuned towards anti-racist social justice leadership praxis, inclusive of reflection and action. Our data reveal that, in more and less structured ways, leaders are already cognisant of the need to engage in anti-racist social justice leadership. The production of this framework offers a stepping stone towards more formalised anti-racist praxis for leaders in the early years profession.

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Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood

Cited by 4 publications

References 19 publications

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Contemporary Challenges for Education in Early Childhood

‘Maybe that makes a difference actually’: Attuning to praxis for anti-racist social justice leadership among nursery school head teachers in the UK

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