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British Journal of Sociology of Education Volume 40, 2019 - Issue 5
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Articles

Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling

Carmen MillsSchool of Education, The University of Queensland, St Lucia, QLD, Australia; Correspondence[email protected]
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Trevor GaleSchool of Education, The University of Glasgow, Glasgow, UK; ORCID Iconhttp://orcid.org/0000-0003-3927-9267View further author information
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Stephen ParkerSchool of Education, The University of Glasgow, Glasgow, UK; View further author information
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Catherine SmithMelbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, AustraliaView further author information
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Russell CrossMelbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, AustraliaORCID Iconhttp://orcid.org/0000-0003-1424-560XView further author information
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Pages 614-630 | Received 31 May 2018, Accepted 11 Feb 2019, Published online: 11 Mar 2019

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Regina J. Giraldo-García, Eva Zygmunt, Kristin N. Cipollone, Sheron Fraser-Burgess, Michael Takafor Ndemanu & John Ambrosio. (2023) Missing the Mark: Assessing Dispositions and the Reification of Whiteness in Teacher Preparation. Educational Studies 59:5-6, pages 475-503.
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Frances Free Ramos. (2023) Teacher activists’ praxis in the movement against privatization and school closures in Oakland. Critical Studies in Education 64:2, pages 118-133.
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Tory L. Ash & Samantha C. Maguire. (2023) A Scoping Review of Diversity Training for Teachers: The Potential for School Psychology. School Psychology Review 0:0, pages 1-18.
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Joanne Hill, J. L. Walton-Fisette, M. Flemons, R. Philpot, S. Sutherland, S. Phillips, S. B. Flory & A. Ovens. (2022) Social justice knowledge construction among physical education teacher educators: the value of personal, professional, and educational experiences. Physical Education and Sport Pedagogy 0:0, pages 1-13.
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Laura Hannon & Grainne M O’Donnell. (2022) Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching 48:2, pages 241-255.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2022) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 0:0, pages 1-26.
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Marnee Shay & Jo Lampert. (2022) Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education. Critical Studies in Education 63:1, pages 47-63.
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Jonna Linde, Joakim Lindgren & Åsa Sundelin. (2021) High-Stakes counselling: when career counselling may lead to continuing residence or deportation of asylum-seeking youths. British Journal of Sociology of Education 42:5-6, pages 898-913.
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Nicole Nguyen. (2021) Rethinking activist educational research: definitions, methodologies, and ethics. Critical Studies in Education 62:2, pages 258-273.
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Articles from other publishers (2)

Hasan Aydin. (2023) Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment. Multicultural Learning and Teaching 0:0.
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Jo Lampert & Stevie Browne. (2022) Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy. Teachers College Record: The Voice of Scholarship in Education 124:3, pages 148-176.
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