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The marginalisation of social justice as a form of knowledge in teacher education in England

Bagley, C; Beach, D

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Authors

C Bagley

D Beach



Abstract

This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism–neo-conservatism, making them arguably impossible to achieve within the current system of education in England.

Journal Article Type Article
Publication Date May 1, 2015
Deposit Date Jun 30, 2015
Publicly Available Date Jul 7, 2015
Journal Policy Futures in Education
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 13
Issue 4
Pages 424-438
DOI https://doi.org/10.1177/1478210315571220
Keywords Teacher education, Social justice, Bernstein
Public URL https://durham-repository.worktribe.com/output/1402937

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Copyright Statement
Bagley, C. and Beach, D. (2015) 'The marginalisation of social justice as a form of knowledge in teacher education in England.', Policy futures in education., 13 (4). pp. 424-438. Copyright © 2015. The Author(s). Reprinted by permission of SAGE Publications.





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