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Social justice, race and class in education in England: competing perspectives

Social justice, race and class in education in England: competing perspectives

Parsons, Carl (2018) Social justice, race and class in education in England: competing perspectives. Cambridge Journal of Education, 49 (3). pp. 309-327. ISSN 0305-764X (Print), 1469-3577 (Online) (doi:https://doi.org/10.1080/0305764X.2018.1524848)

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Abstract

‘Narrowing the gap’ and addressing low educational achievement of specific social class and ethnic groups has long been an expressed government concern. This paper considers the links between poverty, ethnicity and gender and school attainment and the interrelations of these factors using national data sets and other quantitative data. The limitations of single-theme analyses and their potentially misleading implications are explored. Related to this, the failures of social and educational policies to bring about greater equality are examined. Competing perspectives on low attainment and their positions are critiqued. The paper argues that ethnic and class discrimination stems from the same structural arrangements contrived for the advantage of more affluent sectors of society. Theoretical development is needed to bring together class, race and other discriminatory features and construct more sophisticated causal analyses that relate to the web of economic, status and power regimes and the negative processes of ‘racialisation’.

Item Type: Article
Uncontrolled Keywords: social class; ethnicity; gender; educational attainment; social justice
Subjects: L Education > LB Theory and practice of education
Faculty / Department / Research Group: Faculty of Education & Health
Faculty of Education & Health > Department of Education & Community Studies
Last Modified: 09 May 2019 13:21
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: GREAT 1
URI: http://gala.gre.ac.uk/id/eprint/23759

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