This paper argues that growing inequalities make it imperative that schools reinvent themselves around the issue of social justice. Through a case study of an Australian primary school, teacher‐based forms of social capital are explored revealing progressive pedagogies to be an important precursor to the ‘socially just school’.
Social capital and the ‘Socially Just School’. British Journal of Sociology of Education
Smyth, John
(2004)
Social capital and the ‘Socially Just School’. British Journal of Sociology of Education.
British Journal of Sociology of Education, 25 (1).
pp. 19-33.
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