eprintid: 10135049
rev_number: 15
eprint_status: archive
userid: 608
dir: disk0/10/13/50/49
datestamp: 2021-09-28 13:11:43
lastmod: 2023-03-14 11:45:57
status_changed: 2021-09-28 13:11:43
type: article
metadata_visibility: show
creators_name: Mills, M
creators_name: Riddle, S
creators_name: McGregor, G
creators_name: Howell, A
title: Towards an understanding of curricular justice and democratic schooling
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J78
keywords: Social justice, democratic education, curriculum, curricular justice, schooling
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
abstract: Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the globe, including Australia, are growing inequality and increasing disparity between students who have access to educational opportunities and outcomes, and those who do not. We take Connell’s claims—made in Schools and Social Justice, published in 1993—of the centrality of social justice in schooling and consider its relevance nearly 30 years later. In particular, we argue that curricular justice must sit at the heart of schooling that fosters democratic participation and meaningful opportunities for civic participation and belonging within society.
date: 2022
date_type: published
official_url: https://doi.org/10.1080/00220620.2021.1977262
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1888445
doi: 10.1080/00220620.2021.1977262
lyricists_name: Mills, Martin
lyricists_id: MMILL64
actors_name: Mills, Martin
actors_id: MMILL64
actors_role: owner
full_text_status: public
publication: Journal of Educational Administration and History
volume: 54
number: 3
pagerange: 345-356
citation:        Mills, M;    Riddle, S;    McGregor, G;    Howell, A;      (2022)    Towards an understanding of curricular justice and democratic schooling.                   Journal of Educational Administration and History , 54  (3)   pp. 345-356.    10.1080/00220620.2021.1977262 <https://doi.org/10.1080/00220620.2021.1977262>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10135049/1/JEAH%20paper%20Mills%20et%20al.pdf