The socially just school and critical pedagogies in communities put at a disadvantage

Abstract

Public schools around the world have been hijacked and deformed beyond recognition by the forces of the economy over the past three decades. This paper provides an analysis and a way out of this miasma around the notion of the socially just school. While not another prescription, this orientation is argued to be the most hopeful possibility for those parts of the community that have lost the most through the spot-welding of schools onto the economy.

Keywords:

• culture of poverty
• disadvantage
• neoliberalism
• social justice
• socially just school

Acknowledgements

This paper reflects conceptual work undertaken within two funded Australian Research Council (ARC) Grants: ‘Re-engaging disadvantaged young people with learning’ (ARC Linkage Grant 2010-2013, No. LP 100100045); and ‘Young peoples’ narratives of socio-economic disadvantage in contexts of place-based interventions' (ARC Discovery Grant 20011-2014, No. DP 110102619). I wish to thank the ARC for funding these projects, and the Victorian Department of Education and Early Childhood Development which was the industry partner on the Linkage grant.