Towards an understanding of curricular justice and democratic schooling

ABSTRACT

Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell’s claims—made in Schools and Social Justice, published in 1993—of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.

KEYWORDS:

• Social justice
• democratic education
• curriculum
• curricular justice
• schooling

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Martin Mills

Martin Mills is a Research Professor in the School of Teacher Education and Leadership at QUT. His work has principally focused on social justice issues in education. These areas include: teachers' work and lives, pedagogical practice, alternative education, and gender and education.

Stewart Riddle

Stewart Riddle is an Associate Professor in the School of Education at the University of Southern Queensland. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.

Glenda McGregor

Glenda McGregor is a Senior Lecturer in the School of Education and Professional Studies at Griffith University, Brisbane. Her research interests include sociology of youth, alternative/democratic/flexible schools, pedagogy and curriculum and, social justice and education. Glenda is currently the lead chief investigator on a $154,060, Australian Research Council Linkage Grant Supporting teachers and teaching in flexible and non-traditional schools.

Angelique Howell

Angelique Howell is a Postdoctoral Research Fellow in the School of Teacher Education and Leadership at QUT. Her work focuses on conducting research with marginalised young people to explore issues around engagement in meaningful learning to achieve social justice.