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We live in dangerous times when educational policies and practices are debated largely in terms of how they fit with the needs of the free market. This volume is a collection of writing by teacher-educators that draws on their unique biographies, experiences and perspectives to denounce these misguided norms. It explores what it means—practically and intellectually—to teach for social justice in conservative times. In a globalised world where the power of capital holds sway, the purposes of social institutions such as universities and schools is being refashioned in ways that are markedly instrumental and technicist in nature. The consequence is that teachers’ work is increasingly constrained by regimes of control such as standardised testing, accountability, transparency, and national curricula. In the meantime, large numbers of students and teachers are disengaging physically, emotionally and intellectually from learning. The contributors to this edited volume present both a powerful critique of these developments and a counter-hegemonic vision of teacher education founded on the principles and values of social justice, democracy and critical inquiry. Teacher education, they argue, involves a commitment to critical intellectual work that subjects some deeply entrenched assumptions, beliefs, habits, routines and practices to closer scrutiny. The contributing authors expose how ideology and power operate in seemingly blameless, rational ways to perpetuate social hierarchies based on class, gender, sexuality, race and culture.

Critical pedagogy -- United States. --- Critical pedagogy. --- Social justice -- Study and teaching -- United States. --- Social justice -- Study and teaching. --- Teachers --- Education --- Social Sciences --- Theory & Practice of Education --- Training of --- Study and teaching --- Political aspects --- Social justice. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Education. --- Educational sociology. --- Teaching. --- Education and sociology. --- Sociology, Educational. --- Teaching and Teacher Education. --- Sociology of Education. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Aims and objectives --- Equality --- Justice

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"This book provides a unique insiders account of the work of Big hART, one of Australia's leading participatory arts organisations. Founded on the values of social justice, creativity and transformation Big hART seeks to mobilise a range of community resources including young people, elders, artists, and community activists to produce high quality public performances of merit and social worth. Located in diverse geographic, social and cultural settings across Australia's vast landscape, these creative works generate intergenerational understandings of the cultural processes of individual and collective transformation strengthening capabilities, identity, and connected belonging. This book documents a series of powerful stories that illuminate the ideological, artistic and cultural pathways and learnings gifted by the generosity of participants themselves"--

Arts and youth --- Artists and community --- Youth --- Services for --- Big hART (Organization)

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This book provides a unique insiders account of the work of Big hART, one of Australia's leading participatory arts organisations. Founded on the values of social justice, creativity and transformation Big hART seeks to mobilise a range of community resources including young people, elders, artists, and community activists to produce high quality public performances of merit and social worth. Located in diverse geographic, social and cultural settings across Australia's vast landscape, these creative works generate intergenerational understandings of the cultural processes of individual and collective transformation strengthening capabilities, identity, and connected belonging. This book documents a series of powerful stories that illuminate the ideological, artistic and cultural pathways and learnings gifted by the generosity of participants themselves.

Artists and community --- Artists and community --- Arts and youth

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This book draws on the stories of thirty-two young Australians to identify the barriers and obstacles they face in ‘getting a job’ in precarious times and from their vantage point. It maps the kinds of educational policies and practices that need to be created and more widely sustained to assist their career aspirations and life chances. It is timely in terms of contributing to an alternative set of possibilities based on a commitment to the principles and values of social justice, respect, trust, care, democracy and citizenship. In constructing an alternative vision and practice for education and training it advocates the right of all young people to have a say in these broader public debates.  In pursuing this agenda, it deliberately sets out to listen to what young people themselves have to say with a view to interrupting the way things are. In other words, the book seeks to identify and explain the dreams, desires and aspirations of young people with a view to creating a new imaginary and socially just future. Rethinking school-to-work transitions: young people have something to say is a wonderful book! It asks those kinds of difficult questions that are necessary for addressing the troubling school-work transitions many young people from marginalised backgrounds face. In particular consideration is given to whether schools continue to be ‘savage sorting machines’ or whether they can be rethought in ways that support young people from such backgrounds in socially just ways. To engage in such a rethinking Barry Down, John Smyth and Janean Robinson do what might seem obvious – but is rarely done, and rarely done so well – they consult with young people. The young people in this book provide significant evidence of the ways in which many young people are being failed by society – through unfriendly schooling experiences and a precarious employment market. However, at the same time the book captures the hope that many of those interviewed maintain for their futures. These stories are accompanied by insightful theorising which moves beyond critique (as important as that is) to advocating for hopeful possibilities via realistic utopian thinking. In so doing there is a rejection of deficit thinking about young people and their backgrounds, a sophisticated analysis of class, and a reconceptualisation of schooling. This book is important for those who care about social justice, young people, their futures, and education. In the book, seventeen-year-old Janine indicates that she wants to make the world a better place, through the way in which the authors of this book have brought together her and other young people’s stories she has already contributed to this ambition. Professor Martin Mills Head of School, University of Queensland, Australia Barry Down, John Smyth and Janean Robinson have set out to understand and advance our thinking related to school-to-work transitions, using a critical theoretical and critical ethnographic framework. In an original design and approach, they analyze the lived experiences of young people who are directly involved, and, importantly, have been directly impacted by the nefarious politico-economic conditions that we now face. This book makes an important contribution to the field, and provides insight and proposals for policymakers, educators and students that should be of great interest to all those concerned with democracy and social justice. Paul R. Carr Professor & Chair-holder UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) Université du Québec en Outaouais (UQO), Gatineau, Québec, Canada.

School-to-work transition --- School-to-careers programs --- School-to-work programs --- Transition, School-to-work --- Government policy. --- Education. --- Curriculums (Courses of study). --- Education --- Educational sociology. --- Higher education. --- Education and sociology. --- Sociology, Educational. --- Schools and Schooling. --- Sociology of Education. --- Higher Education. --- Curriculum Studies. --- Professional & Vocational Education. --- Curricula. --- Career education --- Education, Cooperative --- Schools. --- Education, Higher. --- Curriculum planning. --- Curriculum development --- Instructional systems --- Planning --- College students --- Higher education --- Postsecondary education --- Universities and colleges --- Public institutions --- Public schools --- Curricula --- Design --- Education—Curricula. --- Professional education. --- Vocational education. --- Education, Vocational --- Vocational training --- Work experience --- Technical education --- Education, Professional --- Education, Higher --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives --- School and Schooling. --- Professional and Vocational Education.

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This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage. Social justice is a key theme as the book examines the needs of youth, the concept of school culture, school/community relations, socially critical pedagogy, curriculum and leadership, and a socially critical approach to work.The Socially Just School is based upon four decades of intensive writing and researching of young lives. This work presents an alternative to the damaging school reform in which schools are made to serve the interests of the economy, education systems, the military, corporate or national interests.  Readers will discover the hallmarks of socially just schools:  - They educationally engage young people regardless of class, race, family or neighbourhood location, and they engage them around their own educational aspirations.  - They regard all young people as being morally entitled to a rewarding and satisfying experience of school, not only those whose backgrounds happen to fit with the values of schools. - They treat young people as having strengths and being ‘at promise’ rather than being ‘at risk’ and with ‘deficits’ or as ‘bundles of pathologies’ to be remedied or ‘fixed’.   - They are ‘active listeners’ to the lives and cultures of their students and communities, and they construct learning experiences that are embedded in young lives.   This highly readable book will appeal to students and scholars in education and sociology, as well as to teachers and school administrators with an interest in social justice.

Sociology of education --- Teaching --- onderwijs --- onderwijssociologie