2013
DOI: 10.1080/03054985.2013.820465
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The social justice implications of privatisation in education governance frameworks: a relational account

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Cited by 94 publications
(55 citation statements)
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References 34 publications
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“…Teachers' agency is defined for this research as their space for manoeuvre as political strategic actors, in a multiscalar and strategically selective context, to develop intended or unaware strategies that work to enhance or obstruct processes of social inclusion and (gender) justice. Robertson and Dale (2013) argue how the focus on social justice in the Education For All (EFA) and Millennium Development Goals (MDGs) frameworks has been a fairly meagre one, as these strongly emphasised the (obviously very important) distribution of access, but failed to consider other important dimensions of social justice which are critical to education constructively transforming society. Building on this argument, we argue that any educational framework that attempts to seriously work towards an objective of inclusiveness would need to consider responsibilities around what Fraser (1995Fraser ( , 2005 has termed the cultural (recognition), political (representation) and economic (redistribution) injustices.…”
Section: Theoretical Foundationsmentioning
confidence: 99%
See 1 more Smart Citation
“…Teachers' agency is defined for this research as their space for manoeuvre as political strategic actors, in a multiscalar and strategically selective context, to develop intended or unaware strategies that work to enhance or obstruct processes of social inclusion and (gender) justice. Robertson and Dale (2013) argue how the focus on social justice in the Education For All (EFA) and Millennium Development Goals (MDGs) frameworks has been a fairly meagre one, as these strongly emphasised the (obviously very important) distribution of access, but failed to consider other important dimensions of social justice which are critical to education constructively transforming society. Building on this argument, we argue that any educational framework that attempts to seriously work towards an objective of inclusiveness would need to consider responsibilities around what Fraser (1995Fraser ( , 2005 has termed the cultural (recognition), political (representation) and economic (redistribution) injustices.…”
Section: Theoretical Foundationsmentioning
confidence: 99%
“…Combining Frasers' theory with various insights of scholars working on the relation between education (policies, politics and practice), gender and transforming/reproducing social (in)justice (Connell, 2012;Robertson and Dale, 2013;Young, 2006;Bourdieu, 2001;Giroux, 1995Giroux, , 2003aKabeer, 2005;Leach, 2000), we have developed three interrelated analytical dimensions specifically relevant to analyse education's function towards social justice and gender justice goals.² These are: 1) Redistribute access to safe educational opportunities and resources;…”
Section: Theoretical Foundationsmentioning
confidence: 99%
“…Here we can also draw from debates on coloniality/decolonisation of societies and education systems, in order to analyse and deconstruct how alternative knowledges and epistemic approaches can help to foster a more equitable and socially, politically and economically just future (Lopes Cardozo 2011). Eventually, rather than following a global (neoliberal) market agenda for education, including tendencies of competitiveness and standardised testing for educational 'effectiveness' (Robertson and Dale 2013), a just education system would rather respond to diversities and promote curricular justice by providing relevant education to all. This means drawing extensively on 'indigenous knowledge, working-class experience, women's experience, immigrant cultures, multiple languages, and so on; aiming for richness rather than testability' (Connell 2012, 681-682).…”
Section: A Lack Of Cultural Recognition and Educational Relevancementioning
confidence: 99%
“…Methodologically, an education governance approach permits analysis at and across different scales of policy-making processes, while it recognises that economic and political projects may not be organised and constructed by state actors alone (Dale 1997(Dale , 2005Robertson and Dale 2013). For the purpose of this analysis of equity of access to university education, however, the benefit of the education governance approach principally consists in its heuristic value of a pluri-scalar analysis rather than in examining the roles of non-state actors in governance activities.…”
Section: Introductionmentioning
confidence: 99%