Titlebook: Educational Research for Social Justice; Evidence and Practic Alistair Ross Book 2021 The Editor(s) (if applicable) and The Author(s), unde

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Who gets to be creative in class? Creativity as a matter of social justice in secondary English lesn institutions. The particular focus is on how constructions of creativity are shaped by national frameworks of curriculum, assessment and accountability, and how these vary from school to school. This is situated in a period of political transition in the English school curriculum (2010–2015), duri

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,Between home and school: Mobilising ‘hard to reach’ White British parents to engage with their chil. This policyscape is governed, however, by a narrow conception of the public good. The state has delegated responsibility for children’s future outcomes to parents, extolling parenting support as the means for redressing inequality and securing social mobility. This chapter focuses on a particular

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,Ability to learn, or ability to pay? How family and finance influence young people’s higher educatier than the ability to pay’. But while Scotland’s system of free tuition distinguishes it from the rest of the UK, students must still fund their living costs and most do so through a combination of parental contributions, student loans, bursaries and part-time work. This chapter explores the ways i

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In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into prol social injustices. Through a decade or more of research framed by a concern with social justice the ways in which government policy and therefore public discourse frames the workforce has been addressed. This body of research revealed that the workforce is presented as holding a contradictory posi

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Gender and the politics of knowledge in the academy,cade, focusing and elaborating on a single theme that has threaded through much of our work: the dynamics of gendered knowledges in higher education. We draw on a range of intersectional perspectives in discussing the dynamics of gender and the politics of knowledge in higher education institutions,

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