Teachers for social justice: exploring the lives and work of teachers committed to social justice in education

References

• Allen, R., Burgess, S., & Mayo, J. (2017). The teacher labour market, teacher turnover and disadvantaged schools: New evidence for England. Education Economics, 26(1), 1–20. https://doi.org/10.1080/09645292.2017.1366425
   Web of Science ®Google Scholar
• Allen, B., & McInerney, L. (2019). The recruitment gap: Attracting teachers to schools serving disadvantaged communities. The Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2019/12/The-Recruitment-Gap.pdf
   Google Scholar
• Ball, S. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Ball, S., & Collet-Sabe, J. (2021). Against school: An epistemological critique. Discourse: Studies in the Cultural Politics of Education, 1–15. doi:10.1080/01596306.2021.1947780
   Web of Science ®Google Scholar
• Bergmark, U., Lundström, S., Manderstedt, L., & Palo, A. (2018). Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266–281. https://doi.org/10.1080/02619768.2018.1448784
   Web of Science ®Google Scholar
• Biesta, G. J. (2010). Why ‘what works’ still won’t work: From evidence-based education to value-based education. Studies in Philosophy and Education, 29(5), 491–503. https://doi.org/10.1007/s11217-010-9191-x
   Web of Science ®Google Scholar
• Boal, A. (2006). The aesthetics of the oppressed. Routledge.
   Google Scholar
• British Educational Research Association. (2018). Ethical guidelines for educational research (4th ed.).
   Google Scholar
• Burgess, R. G. (1984). In the field: An introduction to field research. Allen & Unwin.
   Google Scholar
• Connell, R. (1993). Schools and social justice. Temple University Press.
   Google Scholar
• Connell, R. (2009). Good teachers on dangerous ground: Towards a new view of teacher quality and professionalism. Critical Studies in Education, 50(3), 213–229. https://doi.org/10.1080/17508480902998421
   Google Scholar
• Demie, F. (2021). The experience of Black Caribbean pupils in school exclusion in England. Educational Review, 73(1), 55–70. https://doi.org/10.1080/00131911.2019.1590316
   Web of Science ®Google Scholar
• Department for Education. (2020). Behaviour and discipline in schools. https://www.gov.uk/government/publications/behaviour-and-discipline-in-schools
   Google Scholar
• Facer, K. (2016). Using the future in education: Creating space for openness, hope and novelty. In H. Lees & N. Noddings (Eds.), The Palgrave international handbook of alternative education (pp. 63–78). Palgrave Macmillan.
   Google Scholar
• Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. Routledge.
   Google Scholar
• Francis, B., Mills, M., & Lupton, R. (2017). Towards social justice in education: Contradictions and dilemmas. Journal of Education Policy, 32(4), 414–431. https://doi.org/10.1080/02680939.2016.1276218
   Web of Science ®Google Scholar
• Fraser, N. (1995). From redistribution to recognition? Dilemmas of justice in a ‘post-socialist’ age”. New Left Review, 0(212), 68–93. https://newleftreview.org/issues/i212/articles/nancy-fraser-from-redistribution-to-recognition-dilemmas-of-justice-in-a-post-socialist-age.pdf
   Google Scholar
• Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world. Columbia University Press.
   Google Scholar
• Fraser, N. (2013). Fortunes of feminism: From state-managed capitalism to neoliberal crisis. Verso.
   Google Scholar
• Freire, P. (1972). Pedagogy of the oppressed. Penguin.
   Google Scholar
• Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. OPU.
   Google Scholar
• Gandin, L. A., & Apple, M. W. (2012). Can critical democracy last? Porto Alegre and the struggle over ‘thick’ democracy in education. Journal of Education Policy, 27(5), 621–639. https://doi.org/10.1080/02680939.2012.710017
   Web of Science ®Google Scholar
• Gillborn, D. (2005). Education policy as an act of white supremacy: Whiteness, critical race theory and education reform. Journal of Education Policy, 20(4), 485–505. https://doi.org/10.1080/02680930500132346
   Web of Science ®Google Scholar
• Goodson, I., & Sykes, P. (2001). Life research in educational settings. OUP.
   Google Scholar
• Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-based education in the global age: Local diversity. Routledge.
   Google Scholar
• Halpin, D. (2003). Hope and education: The role of the utopian imagination. Routledge.
   Google Scholar
• Harber, C. (2002). Schooling as violence: An exploratory overview. Educational Review, 54(1), 7–16. https://doi.org/10.1080/00131910120110839
   Web of Science ®Google Scholar
• Hayes, D. (2012). Re-engaging marginalised young people in learning: The contribution of informal learning and community-based collaborations. Journal of Education Policy, 27(5), 641–653. https://doi.org/10.1080/02680939.2012.710018
   Web of Science ®Google Scholar
• Illich, I. (1969). Deschooling society. Penguin.
   Google Scholar
• Jerrim, J., Sims, S., Taylor, H., & Allen, R. (2021). Has the mental health and wellbeing of teachers in England changed over time? New evidence from three datasets. Oxford Review of Education, 47(6), 805–825. https://doi.org/10.1080/03054985.2021.1902795
   Web of Science ®Google Scholar
• Keddie, A. (2012). Educating for diversity and social justice. Routledge.
   Google Scholar
• Kerr, J., & Andreotti, V. (2018). Recognizing more-than-human relations in social justice research: Gesturing towards decolonial possibilities. Issues in Teacher Education, 27(2), 53–67. https://www.itejournal.org/issues/summer-2018/07kerr&andreottiindd.pdf
   Google Scholar
• Levitas, R. (2013). Utopia as method: The imaginary reconstitution of society. Palgrave Macmillan.
   Google Scholar
• Lund, D. (2003). Educating for social justice: Making sense of multicultural and antiracist theory and practice with Canadian teacher activists. Intercultural Education, 14(1), 3–16. https://doi.org/10.1080/1467598032000044610
   Google Scholar
• Malcolm, X., & Haley, A. (1999). The autobiography of Malcolm X (1964). Ballantine.
   Google Scholar
• Mayer, D., & Mills, M. (2021). Professionalism and teacher education in Australia and England. European Journal of Teacher Education, 44(1), 45–61. https://doi.org/10.1080/02619768.2020.1832987
   Web of Science ®Google Scholar
• McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140–1159. https://doi.org/10.1002/berj.3555
   Web of Science ®Google Scholar
• Merriam, S. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
   Google Scholar
• Mills, M., & Gandolfi, H. (2022). Radical teachers striving for a more socially just education system: An ‘Homage to Catalonia’ Collet, Jordi, Naranjo, Mila, Soldevilla-Pérez, Jesús . In Global inclusive education: Lessons from Spain. Springer.
   Google Scholar
• Mills, M., McGregor, G., Baroutsis, A., te Riele, K., & Hayes, D. (2016). Alternative education and social justice: Considering issues of affective and contributive justice. Critical Studies in Education, 57(1), 100–115. https://doi.org/10.1080/17508487.2016.1087413
   Web of Science ®Google Scholar
• Office of the Children’s Commissioner. (2013). Always someone else’s problem: Office of the Children’s Commissioner’s report on illegal exclusions. https://www.childrenscommissioner.gov.uk/report/always-someone-elses-problem/
   Google Scholar
• Quennerstedt, A., & Quennerstedt, M. (2014). Researching children’s rights in education: Sociology of childhood encountering educational theory. British Journal of Sociology of Education, 35(1), 115–132. https://doi.org/10.1080/01425692.2013.783962
   Web of Science ®Google Scholar
• Reay, D. (2012). What would a socially just education system look like?: Saving the minnows from the pike. Journal of Education Policy, 27(5), 587–599. https://doi.org/10.1080/02680939.2012.710015
   Web of Science ®Google Scholar
• Spivak, G. C. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Macmillan Education.
   Google Scholar
• Tereshchenko, A., Mills, M., & Bradbury, A. (2021). What makes minority ethnic teachers stay in teaching, or leave? Centre for Teachers & Teaching Research, UCL Institute of Education. https://discovery.ucl.ac.uk/id/eprint/10127240/1/What%20makes%20minority%20ethnic%20teachers%20stay%20in%20teaching%20or%20leave.pdf
   Google Scholar
• Thompson, R. (2019). Education, inequality and social class: Expansion and stratification in educational opportunity. Routledge.
   Google Scholar
• UNESCO. (2021). Reimagining our futures together: A new social contract for education.Report from the International Commission on the Futures of Education. https://unesdoc.unesco.org/ark:/48223/pf0000379707.locale=en
   Google Scholar
• Williams, R. (1989). Resources of hope: Culture, democracy, socialism. Cambridge University Press.
   Google Scholar
• Wright, E. O. (2010). Envisioning real utopias. Verso.
   Google Scholar
• Wrigley, T. (2022). Learning in a time of cholera: Imagining a future for public education. European Educational Research Journal, 21(1) , 105–123. https://doi.org/10.1177/1474904120977968
   Web of Science ®Google Scholar
• Young, I. (1990). Justice and the politics of difference. Princeton University Press.
   Google Scholar