Smyth, John (2012) Thesocially just schooland critical pedagogies in communitiesput at a disadvantage. Critical Studies in Education, 53 (1). pp. 9-18. ISSN 1750-8487Metadata only available from this repository.
Public schools around the world have been hijacked and deformed beyond recognition by the forces of the economy over the past three decades. This paper provides an analysis and a way out of this miasma around the notion of the socially just school. While not another prescription, this orientation is argued to be the most hopeful possibility for those parts of the community that have lost the most through the spot-welding of schools onto the economy.
|Subjects:||L Education > L Education (General)|
|Schools:||School of Education and Professional Development|
|Depositing User:||Elizabeth Boulton|
|Date Deposited:||03 Nov 2015 15:20|
|Last Modified:||03 Nov 2015 15:20|
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