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Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
journal contribution
posted on 2019-01-01, 00:00 authored by Eve MayesEve Mayes, Amanda KeddieAmanda Keddie, Julianne MossJulianne Moss, Shaun RawolleShaun Rawolle, Louise PaatschLouise Paatsch, Merinda KellyMerinda KellyInequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political questions of the relation between particular human bodies and the earth. In this article, we question: What might it do to rethink the concept of educational inequalities beyond human relations, from within a specific geographical territory? We seek to rethink inequalities including but exceeding these human relations; we argue that inequalities between humans, and between humans and the more-than-human, are materially generated and perpetuated. We offer three theoretical trajectories that consider the affective, spatial and material dimensions of inequality to rethink the relations between inequality, deindustrialisation and schooling. Educational research is implicated in the (re)production of inequalities, as well as having the potential to be part of the production of more equitable relations.
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Educational philosophy and theoryVolume
51Issue
4Pagination
391 - 403Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
0013-1857eISSN
1469-5812Language
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, Philosophy of Education Society of AustralasiaUsage metrics
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