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Political justice, schooling and issues of group identity

Keddie, Amanda 2014, Political justice, schooling and issues of group identity, Educational philosophy and theory, vol. 46, no. 3, pp. 311-323, doi: 10.1111/j.1469-5812.2011.00835.x.

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Title Political justice, schooling and issues of group identity
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Educational philosophy and theory
Volume number 46
Issue number 3
Start page 311
End page 323
Total pages 13
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2014
ISSN 0013-1857
1469-5812
Keyword(s) political justice
schooling
group identity
Summary This article explores issues associated with schooling and political justice. Such issues are understood in light of the contention surrounding howWestern schooling contexts might best represent marginalised groups—in ways that accord them a political voice. The significance of group identity politics is explored drawing on international debates associated with ethnically segregated schooling. A postcolonial theorising of group identity highlights the ways in which segregated schooling can both support and undermine politically just representation for marginalised students. This theorising draws attention to the problematic notion of voice in linking representation to identity in reductionist ways. The arguments presented point to the significance of people and their politics, rather than their membership to a particular identity group, in pursuing equity for marginalised groups. The article argues the imperative of understanding group identity as an aspect of negotiated social practice that can be drawn on in strategic and critical ways to address matters of political injustice.
Language eng
DOI 10.1111/j.1469-5812.2011.00835.x
Field of Research 130399 Specialist Studies In Education not elsewhere classified
1303 Specialist Studies In Education
1702 Cognitive Science
2202 History And Philosophy Of Specific Fields
Socio Economic Objective 939903 Equity and Access to Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, Philosophy of Education Society of Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087440

Document type: Journal Article
Collection: School of Education
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