Introduction: (Re)Shaping Educational Justice in the Post-COVID-19 Era

There are significant inequalities in the lives of America’s children, including inequalities in the education that these children receive. These educational inequalities include not only disparities in funding per pupil but also in class size, teacher qualification, and resources such as books, labs, libraries, computers, and curriculum, as well as the physical condition of the school and the safety of students within it. While not all schools attended by poor children are bad schools, and not all schools attended by well-off children are good schools, there are clear patterns. Poor children are more likely to attend crowded and poorly equipped schools with less qualified teachers than the children of more affluent families. They are less likely to have computers, books, and advanced placement academic courses. To give one example of the differences in school resources, the wealthiest districts in New York spent more than $25,000 per pupil at the same

Teaching for Social Justice: A Democracy and Education Reader, edited by William Ayers, Jean Ann Hunt, and Therese Quinn. New York: Teachers College Press, 1998. 422 pp. $18.95, paper. Reviewed by Erskine S. Dottin, Florida International University Education, of course, lives an excruciating paradox precisely because of its association with and location in schools. Education about opening doors, opening minds, opening possibilities. School too often about sorting and punishing, grading and ranking and certifying. Education unconditional-it asks nothing in return. School routinely demands obedience and conformity as a precondition attendance. (p. xxiii) The above quote from Teaching for Social Justice, indeed the whole book, brings mind Postman's (1966) call view democracy in America as an open-ended experiment, and thus see the of American children as opportunities engender further questions about that story. The basic message in this book that for social justice at the heart of a democratic education (p. xiii); subsequently, to teach change a life not just disseminate information (p. xiii). The framework for this book rests on the idea that stories inspire us work toward change. Consequently, readers can learn how teach for justice through portraits of teachers and community leaders. They can get practical advice on the tasks involved in teaching for justice by exploring the possibilities of schools and programs that support it. Last, they can be challenged by the comments of educators teaching for social justice through what Ayers et al. call activists' forums. The editors of this book convey very clearly throughout the work that teaching an invitation act on the part of the learner. Therefore, teaching for social justice is teaching for the sake of arousing the kinds of vivid, reflective, experiential responses that might move students come together in serious efforts understand what social justice actually means and what it might demand (p. xxix-xxx). The underlying philosophical message that present social conditions impair justice for all and warrant change. To teach, then, identify the obstacles justice and help learners act change this unjust world and create a better life-that is, work toward a better society. Teaching for social justice and teaching for social change are thus construed as being synonymous. Active learning that engenders critical analysis, civic participation, and action seen as the pedagogical mantra. The aim of education, according this work, therefore reconstruct society. Furthermore, the manner of be used achieve such an aim must combine the needs and interests of the learner with his or her participation in social reform efforts. The 21 stories of teaching in the book exemplify this theme, presenting lessons be learned from: (a) the stories of abuse and exploitation of workers by corporations in the name of profits; (b) adult women enhancing their intellectual development in academic learning communities with other women; (c) literacy initiatives; (d) teaching about racial attitudes; and (e) learning experiences that are grounded in the realities of the learners. …

Drawing on a school ethnography and the voices of graduate students, this paper explores the concept of robust hope with reference to the ideal of social justice in education policy and practice. Although the arguments to support a commitment to social justice in education systems, schools and teacher education programs, are often well‐articulated, the pedagogical and political strategies to achieve such goals often remain elusive. If we are to reclaim the utopian imagination of socially just schools and egalitarian society we need to move beyond naive optimism to cultivate a notion of robust hope that is praxis‐oriented and fully cognisant of the complexities, tensions and difficulties associated with the task. “Getting real” in this sense requires the development of conceptual ideas to critique existing social arrangements, a vision of an emancipatory alternative, and a set of political strategies and resources to affect progressive change. Notwithstanding the difficulties of contesting market‐driven approaches to education, this study reveals that there are “resources of hope” in schools, educational institutions and the broader community to guide teachers and teacher educators in pursuing a goal of socially just schooling.

The paper investigates organisational justice in higher education. A three-step research process has been used, including literature review, qualitative interviews, and then a quantitative survey. The literature review and the qualitative interviews with university instructors guide the development of a causal model that suggests antecedents and outcomes for organisation justice in an educational setting. The nature, direction and magnitude of the proposed relationship between organisational justice and variables identified from the literature review and the qualitative phase are tested. Correlation, regression and analysis of variance are used to test the hypothesised model. The result provides insights on the nature of the relationship among these variables for finding effective means towards nurturing a positive educational environment where instructors are motivated to utilise their full potential in achieving educational goals. Findings show that instructors' demographic characteristics and cultural values explain the variance in perceived organisational justice and strong empirical evidence exists for the positive effect of perceived organisation justice on instructors' motivation. Perceived organisation justice mediates the relationship between instructors' cultural values and motivation.

This article contributes to the special issue that aims to explore the transformative potential of the socially just TPSR approach. We write as members of the TPSR Alliance community of practice and draw on our experience and relationships to consider how Hellison and the TPSR model relates to social justice in education. We highlight that TPSR scholarship has a long history of working in communities that are experiencing injustice. We provide several examples of TPSR programs and approaches that advance social justice and describe ways that the model evolved alongside the urban education movement in the United States. A major contribution to social justice in physical education has been the longstanding work of TPSR scholars and practitioners in a wide range of communities that are experiencing injustices. When mindful of presentism, TPSR has implications for scholarship on social justice in physical education.

Social Justice is a term that encapsulates many of the problematic issues concerning modern societies. As a reflection of society, the concept has evolved to emphasize different aspects of fairness such as distribution or recognition. One often tacit but central element in this discussion is the articulation of social justice with the development of equitable education systems. In other words, what it means to pursue social justice in educational change and improvement. To address this question, contemporary ideas of social justice can be brought into the field of educational change and improvement in a more intentional and explicit way to respond to the societal imperatives for justice in education. By tracing the evolution of the key conceptualizations of social justice rooted in political philosophy, it is possible to examine its implications for educational and systemic transformation. Furthermore, from a systems perspective, understanding the ecology of equity can offer important insights into the interplay between schools, education systems, and wider society. The exploration of experiences and approaches in education that aim to disrupt inequities can be used to propose a number of key principles to guide educational change efforts from a social justice perspective, aiming to foster more equitable educational systems. These principles serve to unpack issues of social justice and move to a more complex and action-oriented perspective that places distribution, recognition, and representation as key to developing more equitable education systems. The six principles are: a focus on learning and teaching; a commitment to collaboration and networking; the use of inquiry, research, and evidence; understanding the contextual nature of justice; investing in support and agency; and building leadership capacity. The notion of a networked learning system and how this perspective can advance the discourse toward a more explicit agenda for developing socially just approaches in educational research, policymaking, and practice is also helpful. The overarching goal is to stimulate dialogue and action aimed at creating more equitable educational systems that prioritize social justice principles in all facets of education.

During the 21st century, major social changes have occurred, such as technological development and the COVID-19 pandemic, along with war conflicts and economic crises, which have created refugee and migration flows. In addition, globally, by promoting social justice, efforts are made to combat any kind of discrimination and exclusion related to race, religion, ethnicity, disability, sexual orientation, and gender identification. School is an organization alive and open to society, affected by every social change. Within this organization, the citizens of the future are formed. Social justice in school education contributes significantly to this, as it is a process in which teachers and students actively contribute to the formation of a democratic, inclusive environment. This study presents the theoretical approaches of social justice in education, emphasizing, however, the critical multicultural theory, as it delves into finding the most effective ways to eliminate social inequalities and exclusion.

هدف البحث إلى اقتراح نموذج تخطيطي لتحقيق العدالة الاجتماعية في التعليم الأساسي على ضوء نظرية إعادة الإنتاج الاجتماعي، ولتحقيق هذا استخدم البحث المنهج الوصفي في جمع المعلومات المتعلقة بنظرية إعادة الإنتاج الاجتماعي والتخطيط للتعليم الأساسي والعدالة الاجتماعية في التعليم ومبادئها، تفسير وتحليل آليات التفاوت الاجتماعي في التعليم الأساسي على ضوء النظرية، وذلک للتوصل إلى الاسهامات التي تقدمها نظرية إعادة الإنتاج للتخطيط التربوي لمعالجة فجوات العدالة الاجتماعية في التعليم الأساسي. کما تم استخدام أسلوب النماذج السببية في بناء نموذج تخطيطي لتزويد المخطط التربوي بإطار تحليلي سببي يأخذ في اعتباره العناصر الرئيسة للعدالة في التعليم الأساسي ضمن السياق المجتمعي المحيط، حيث يرکز على العلاقة بين التعليم کنظام اجتماعي والبنية الاجتماعية والطبقية السائدة في المجتمع. Planning Model for Achieving Social Justice in Basic Education in Light of Social Reproduction Theory Abstract The research aimed to propose a planning model for achieving social justice in basic education in the light of social reproduction theory. To achieve this, the research used the descriptive approach in gathering information related to social reproduction theory, planning for basic education, social justice in education and its principles, interpretation and analysis of social inequality mechanisms in basic education on The light of the theory, in order to arrive at the contributions that the reproduction theory provided to educational planning to address social justice gaps in basic education. Causal models were also used in building a planning model to provide the educational planner with a causal analytical framework that takes into account the main elements of social justice in basic education within the surrounding societal context, as it focuses on the relationship between education as a social system and the social and class structure prevailing in society.

Over the last two decades, complexity theory, which is designed to deal with systems of multiple interdependent variables, has been increasingly applied to analyse and shed light on various aspects of education. So far, however, complexity theory has rarely been used, if at all, to examine questions related to educational justice. This article offers a theoretical examination of some possible links between complexity theory and distributive justice in education. It asks how accepting the premise that education is a complex dynamic system should shape the way distributive justice in education is conceptualized and approached. It is argued that complexity theory challenges many assumptions on which the dominant approach for dealing with distributive justice in education rests. The article focuses on three subjects that stem from complexity theory but have implications for dealing with distributive justice in education: system diversity, reductionism, and change. Each of these subjects is examined separately, and some possible contributions of complexity theory to illuminating these subjects in relation to distributive justice in education are discussed. The article ends with a brief illustration of where a complexity-based approach to educational justice leads that focuses on school choice and contrasts it with Brighouse's views on this issue.

Part 1: Historical and Theoretical Perspectives Ken Saltman Part 2: International Perspectives on Social Justice in Education Fazal Rizvi Part 3: Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Annette Henry Part 4: Gender, Sexuality and Social Justice in Education Mara Sapon-Shevin Part 5: Bodies, Disability and the Fight for Social Justice in Education Patricia Hulsebosch Part 6: Youth and Social Justice in Education Jeffrey Duncan-Andrade Part 7: Globalization: Local and World Issues in Education Pauline Lipman, and Karen Monkman Part 8: The Politics of Social Justice Meets Practice: Teacher Education and School Change Joel Westheimer Part 9: Classrooms, Pedagogy, and Practicing Justice Rick Ayers

The purpose of this instrumental qualitative case study was to address the challenges that community college professors face when curating or creating high-quality and low- or no-cost open educational resources (OERs), the accessibility of the resources, and the impact OER has on student success and social justice in education. The goal of this instrumental qualitative case study was to examine faculty's perceptions of OERs and explore whether and how the professors thought use of OERs helps to improve student engagement and student success in the classroom. In seeking to explore community college professors' perceptions of OER and their impact on student engagement and student success, the researcher used an instrumental qualitative case study. The target population for this study was full- and part-time faculty members who have created, curated, or have taught at least one semester (in the face-to-face, blended, or distance learning formats) using OER course content. This study utilized purposeful sampling and an additional participant was identified, invited and accepted the invitation as a result of the snowballing approach to selecting participants. The researcher conducted 12 semistructured interviews using open-ended questions to collect the data for this study. Analysis of the interviews led to the development of 5 themes and 10 subthemes associated with the data. The researcher's interpretations led to three results. Based on the data and research findings, the researcher concluded that social justice in education emerged as being implied and woven through all participants' responses. A comprehensive discussion on social justice in education is a subject for further research. There were three recommendations for practice covering these topic areas: (a) continue to foster the development and curation of OER, working collaboratively with partners internal and external to the institution; and (b) develop and promote OEP that allow students to acquire skills and knowledge, learning from their own and each other's experiences; (c) create flexible and sustainable course design for the post-pandemic environment. There were two recommendations for future research as follows: (a) broaden the approach to work toward social justice in education; and (b) recognize students as producers and creators of content and provide them with interactive learning environments in which to learn and become agents of change. Keywords: open educational resources (OER), social justice in education community college, student engagement, student success, faculty perceptions, benefits to students, inclusive learning environment, student creators of content, OER quality

Since the publication of Miranda Fricker’s seminal book Epistemic Injustice, philosophy of education scholarship has been mostly limited to analyses of culprit-based epistemic injustice in education. This has left structural manifestations relatively underexplored with great detriment to those who are most vulnerable to experience such injustice. This paper aims to address this oversight and open avenues for further research by exploring approaches to theorizing structural epistemic injustice in education and envisioning efficacious remedies. The author identifies three approaches: one that focusses on educational institutions; one that focusses on institutional processes that impact educational outcomes; and one that focusses on epistemological processes that are internal to education. Whilst the approaches differ as to their explanatory power and ease of implementation, it is argued that all three demonstrate that epistemic injustice in education is often the result of structural factors which cannot be attributed to individual epistemic agents. The author concludes by suggesting that educational philosophers must examine each of these approaches in greater depth to make significant progress in disrupting the impact of epistemic injustice in education.

Education has long been recognised as a basic human right and a critically-important requisite for the productivity and well-being of individuals and for the economic and social development of entire societies. Social justice and equal opportunity in education are fundamental principles that underpin efforts to create a more just and equitable society. Funding mechanisms, resource allocation policies, curriculum standards, and assessment practices often reflect and reinforce existing power dynamics, privileging certain groups while marginalizing others. By dismantling barriers, challenging biases, and advocating for systemic change, a future where every individual has the opportunity to reach their full potential and contribute to a more just and prosperous society can be created. Social justice in education involves creating a learning environment that is equitable and inclusive, where all students, regardless of their background, have access to the resources, opportunities, and support they need to thrive.

This article examines the paradox of post-apartheid education policies which established the formal basis for social justice and equity through legislation while in reality these laudable goals remain unattainable and elusive. The article is informed by and builds on the conceptualisation and analysis of the barriers to social justice and equality in education by global and local critical, post-colonial and political economy of education scholars. It critically outlines the key arguments and studies around these concepts and attempts to show the strengths and limitations of their analyses. Conceptual coherence was achieved through a theoretical framework which focuses on social class, community and critical education policy. An original contribution is made by extending and adapting some of these views, beyond their initial application, to support the education initiatives of South African social movements in poor communities. In concert with the latter, local education policy analyses will be critiqued for not paying sufficient attention to issues of social class, context and community voices in education.

ABSTRACTThe controversial glory of the Brown decisions and the retraction of court-ordered reforms represent the limited gains of racial justice in education and the protection of white privilege through law and policy. The return to segregation, as propagated through the rise of racially and economically segregated charter schools, exhibits the circuitous nature of law and education policy, represents a return to unequal schooling, and reveals the enduring and meaningful connections between race, law, and education. Using the lens of critical race theory, this paper focuses on law as an instrument of racial justice and oppression in education during the era of school desegregation and the inevitable return to separate and unequal schools for African American students through new education policies that promote the proliferation of charter schools in large urban school districts.