8,138
Views
54
CrossRef citations to date
0
Altmetric
Articles

Alternative education and social justice: considering issues of affective and contributive justice

, , , &
Pages 100-115 | Received 17 May 2015, Accepted 24 Aug 2015, Published online: 21 Oct 2015

References

  • Abrams, F. (2010). Learning to fail: How society lets young people down. London: Routledge.
  • Bardsley, K. (2007). Education for all in a global era? The social justice of Australian secondary school education in a risk society. Journal of Education Policy, 22(5), 493–508. doi:10.1080/02680930701541691
  • Baroutsis, A., McGregor, G., & Mills, M. (2015). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture and Society. Advance online publication. doi:10.1080/14681366.2015.1087044
  • Beane, J. A., & Apple, M. W. (1999). The case for democratic schools. In M. W. Apple & J. A. Beane (Eds.), Democratic schools: Lessons from the chalk face. Buckingham: Open University Press.
  • Beck, K., & Cassidy, W. (2009). Embedding the ethics of care in school policies and practices. In K. Te Riele (Ed.), Making schools different: Alternative approaches to educating young people (pp. 55–64). London: SAGE.
  • Bingham, C. (2004). No education without relation. (A. Sidorkin, Eds.). New York, NY: Peter Lang Publishing.
  • Black, R. (2011). Student participation and disadvantage: Limitations in policy and practice. Journal of Youth Studies, 14(4), 463–474. doi:10.1080/13676261.2010.533756
  • Blackmore, J. (1999). Troubling women: Feminism, leadership and educational change. Buckingham: Open University Press.
  • Blackmore, J. (2006). Social justice and the study and practice of leadership in education: A feminist history. Journal of Educational Administration and History, 38(2), 185–200. doi:10.1080/00220620600554876
  • Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
  • Charlton, E., Mills, M., Martino, W., & Beckett, L. (2007). Sacrificial girls: A case study of the impact of streaming and setting on gender reform. British Educational Research Journal, 33(4), 459–478. doi:10.1080/01411920701434011
  • Cribb, A., & Gewirtz, S. (2003). Towards a sociology of just practices. In C. Vincent (Ed.), Social justice education and identity (pp. 15–29). London: Routledge.
  • Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.
  • De Jong, T., & Griffiths, C. (2006). The role of alternative education programs in meeting the needs of adolescent students with challenging behaviour: Characteristics of best practice. Australian Journal of Guidance & Counselling, 16(1), 29–40. doi:10.1375/ajgc.16.1.29
  • Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.
  • Dovemark, M., & Beach, D. (2014). Academic work on a back-burner: Habituating students in the upper-secondary school towards marginality and a life in the precariat. International Journal of Inclusive Education. doi:10.1080/13603116.2014.961676
  • Evans, J., Meyer, D., Pinney, A., & Robinson, B. (2009). Second chances: Re-engaging young people in education and training. Essex: Barnardo’s.
  • Falzon, M.-A. (2009). Introduction. In M.-A. Falzon (Ed.), Multi-sited ethnography: Theory, praxis and locality in contemporary research (pp. 1–23). Surrey: Ashgate.
  • Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. London: Routledge.
  • Fraser, N. (1997). Justice interruptus: Critical reflections on the ‘postsocialist’ condition. New York, NY: Routledge.
  • Fraser, N. (2009). Scales of justice: Reimagining political space in a globalizing world. New York, NY: Columbia University Press.
  • Gale, T., & Densmore, K. (2000). Engaging teachers: Towards a radical democratic agenda for schooling. Buckingham: Open University Press.
  • Gomberg, P. (2007). How to make opportunity equal: Race and contributive justice. Malden, MA: Blackwell Publishing.
  • Griffiths, M. (2012). Why joy in education is an issue for socially just policies. Journal of Education Policy, 27(5), 655–670. doi:10.1080/02680939.2012.710019
  • Hardy, I. (2013). A logic of appropriation: Enacting national testing (NAPLAN) in Australia. Journal of Education Policy, 29(1), 1–18. doi:10.1080/02680939.2013.782425
  • 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. doi:10.1080/02680939.2012.710018
  • Hayes, D. (2013). Customization in schooling markets: The relationship between curriculum and pedagogy in a ‘pop-up’ learning project, and the epistemic opportunities afforded by students’ interests and backgrounds. International Journal of School Disaffection, 10(2), 3–22.
  • Hayes, D., Mills, M., Christie, P., & Lingard, B. (2006). Teachers and schooling making a difference: Productive pedagogies, assessment and performance. Crows Nest: Allen & Unwin.
  • Hochschild, A. (1983). The managed heart. Berkeley, CA: University of California Press.
  • Kane, J. (2011). Social class, gender and exclusion from schools. London: Routledge.
  • Keddie, A. (2012a). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263–279. doi:10.1080/17508487.2012.709185
  • Keddie, A. (2012b). Educating for diversity and social justice. New York, NY: Routledge.
  • Kim, J.-H. (2011). Narrative inquiry into (re)imagining alternative schools: A case study of Kevin Gonzales. International Journal of Qualitative Studies in Education, 24(1), 77–96. doi:10.1080/09518390903468321
  • Kim, J.-H., & Taylor, K. A. (2008). Rethinking alternative education to break the cycle of educational inequality and inequity. The Journal of Educational Research, 101(4), 207–219. doi:10.3200/JOER.101.4.207-219
  • Kraftl, P. (2013). Geographies of alternative education: Diverse learning spaces for children and young people. Bristol: Policy Press.
  • Laberee, D. F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34, 39–81.
  • Lingard, B., Martino, W., & Rezai-Rashti, G. (2013). Testing regimes, accountabilities and education policy: Commensurate global and national developments. Journal of Education Policy, 28(5), 539–556. doi:10.1080/02680939.2013.820042
  • Lingard, B., & Sellar, S. (2013). ‘Catalyst data’: Perverse systemic effects of audit and accountability in Australian schooling. Journal of Education Policy, 28(5), 634–656. doi:10.1080/02680939.2012.758815
  • Lipman, P. (2008). Mixed-income schools and housing: Advancing the neoliberal urban agenda. Journal of Education Policy, 23(2), 119–134. doi:10.1080/02680930701853021
  • Lynch, K. (2012). Affective equality as a key issue of justice: A comment on Fraser’s 3-dimensiponal framework. Social Justice Series, 12(3), 45–64.
  • Lynch, K., & Lodge, A. (2002). Equality and power in schools: Redistribution, recognition and representation. London: RoutledgeFalmer.
  • Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited ethnography. Annual Review of Anthropology, 24, 95–117. doi:10.1146/annurev.an.24.100195.000523
  • McGregor, G., Mills, M., Te Riele, K., & Hayes, D. (2015). Excluded from school: Getting a second chance at a ‘meaningful’ education. International Journal of Inclusive Education, 19(6), 608–625. doi:10.1080/13603116.2014.961684
  • Mills, C., & Gale, T. (2010). Schooling in disadvantaged communities: Playing the game from the back of the field. Dordrecht: Springer.
  • Mills, M., & McGregor, G. (2010). Re-engaging students in education: Success factors in alternative schools. Brisbane: Youth Affairs Network Queensland.
  • Mills, M., & McGregor, G. (2014). Re-engaging young people in education: Learning from alternative schools. London: Routledge.
  • Mills, M., McGregor, G., Hayes, D., & Te Riele, K. (2015). ‘Schools are for us’: The importance of distribution, recognition and representation to creating socially just schools. In K. Trimmer, A. Black, & S. Riddle (Eds.), Researching mainstreams, margins and the spaces in-between (pp. 150–167). London: Routledge.
  • Mills, M., McGregor, G., Martin, B., Tomaszewski, W., & Waters, R. (2014). Engaging young people in education. Brisbane: Department of Education, Training and Education.
  • Mills, M., McGregor, G., & Muspratt, S. (2013). Flexible learning options/centres in the Australian Capital Territory (ACT). Canberra: ACT Education and Training Directorate.
  • Mills, M., Renshaw, P., & Zipin, L. (2013). Alternative education provision: A dumping ground for ‘wasted lives’ or a challenge to the mainstream? Social Alternatives, 32(2), 13–18.
  • Mosen-Lowe, L. A. J., Vidovich, L., & Chapman, A. (2009). Students ‘at-risk’ policy: Competing social and economic discourses. Journal of Education Policy, 24(4), 461–476. doi:10.1080/02680930902759712
  • Murphy, J. B. (1994). The moral economy of labor. New Haven, CT: Yale.
  • Noddings, N. (1988). An ethic of caring and its implications for instructional arrangements. American Journal of Education, 96(2), 215–230. doi:10.1086/aje.1988.96.issue-2
  • OECD. (2012). Equity and quality in education: Supporting disadvantaged students and schools. Paris: OECD Publishing. doi:10.1787/9789264130852-en
  • Olsen, K. (Ed.). (2008). Adding insult to injury: Nancy Fraser debates her critics. London: Verso.
  • Pierides, D. (2010). Multi-sited ethnography and the field of educational research. Critical Studies in Education, 51(2), 179–195. doi:10.1080/17508481003731059
  • Power, S., & Frandji, D. (2010). Education markets, the new politics of recognition and the increasing fatalism towards inequality. Journal of Education Policy, 25(3), 385–396. doi:10.1080/02680930903576404
  • Sayer, A. (2009). Contributive justice and meaningful work. Res Publica, 15, 1–16. doi:10.1007/s11158-008-9077-8
  • Sayer, A. (2011). Habitus, work and contributive justice. Sociology, 45(1), 7–21. doi:10.1177/0038038510387188
  • Sennett, R. (2009). The craftsman. London: Penguin Books.
  • Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London: Routledge.
  • Smyth, J. (2006). Educational leadership that fosters ‘student voice’. International Journal of Leadership in Education: Theory and Practice, 9(4), 279–284. doi:10.1080/13603120600894216
  • Smyth, J., Angus, L., Down, B., & McInerney, P. (2008). Critically engaged learning: Connecting to young lives. New York, NY: Peter Lang Publishers.
  • Smyth, J., McInerney, P., & Fish, T. (2013). Re-engagement to where? Low SES students in alternative-education programmes on the path to low-status destinations? Research in Post-Compulsory Education, 18(1–2), 194–207. doi:10.1080/13596748.2013.755862
  • Te Riele, K. (2006). Schooling practices for marginalized students – practice-with-hope. International Journal of Inclusive Education, 10(1), 59–74. doi:10.1080/13603110500221750
  • Te Riele, K. (2007). Educational alternatives for marginalised youth. The Australian Educational Researcher, 34(3), 53–68. doi:10.1007/BF03216865
  • Te Riele, K. (2011). Raising educational attainment: How young people’s experiences speak back to the compact with young Australians. Critical Studies in Education, 52(1), 93–107. doi:10.1080/17508487.2011.536515
  • Te Riele, K. (2012). Negotiating risk and hope: A case study of alternative education for marginalized youth in Australia. In W. Pink (Ed.), Schools and marginalized youth: An international perspective (pp. 31–79). Cresskill, NJ: Hampton Press.
  • Te Riele, K. (2014). Putting the jigsaw together: Flexible learning programs in Australia. Final report. Melbourne: The Victoria Institute for Education, Diversity and Lifelong Learning. Retrieved from: http://dusseldorp.org.au/priorities/alternative-learning/jigsaw/
  • Te Riele, K., Davies, M., & Baker, A. (2015). Passport to a positive future. Evaluation of the Melbourne Academy. Melbourne: The Victoria Institute for Education, Diversity and Lifelong Learning. Retrieved from http://www.vu.edu.au/sites/default/files/victoria-institute/pdfs/Passport-to-a-Positive-Future-%28web%29.pdf
  • Teese, R., & Polesel, J. (2003). Undemocratic schooling: Equity and quality in mass secondary schooling in Australia. Melbourne: Melbourne University Press.
  • Thomson, P., & Russell, L. (2007). Mapping the alternatives to permanent exclusion. New York, NY: Joseph Rowntree Foundation.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.