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Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings

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Version 1 2016-09-06, 15:54
journal contribution
posted on 2024-06-03, 07:05 authored by C Mills, Tebeje Molla MekonnenTebeje Molla Mekonnen, T Gale, R Cross, S Parker, C Smith
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that these three social justice dispositions may be insufficient to meaningfully address persisting inequalities in the school system and that a capability-based social justice disposition – absent in our data – is needed. We conclude by highlighting that: social justice dispositions can change; a valid interpretation of metaphors requires ‘contextual stabilization’; and metaphors for social justice are differently constructed in different contexts, influenced by the different social, cultural and material conditions of schools.

History

Journal

British journal of sociology of education

Volume

38

Pagination

856-871

Location

Basingstoke, Eng.

Open access

  • Yes

ISSN

0142-5692

eISSN

1465-3346

Language

eng

Publication classification

C1 Refereed article in a scholarly journal, C Journal article

Copyright notice

2016, Informa UK

Issue

6

Publisher

Taylor & Francis