Social capital and the ‘socially just school’

Abstract

This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher‐based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’.

Notes

School of Education, Flinders University of South Australia, P.O. Box 2100, Adelaide 5001, Australia. Email: [email protected]

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Additional information

Notes on contributors

John Smyth *

School of Education, Flinders University of South Australia, P.O. Box 2100, Adelaide 5001, Australia. Email: [email protected]