Social Justice Dispositions in Schools

'It is rare to find examples and illustrations about how equity discourses in education are practiced and realized by teachers, principals and schools. It is even rarer to find a sustained discussion about how such practices contribute to positive outcomes in the lives of young people. Social Justice Dispositions in Schools is this rare book, and it makes its timely contributions by explicitly connecting the ideas of Pierre Bourdieu to the everyday practices of education policy, structure, and context. The book provides both systems or macro-level analyses with the everyday micro-level interventions, which, when combined, produces multiple ways to understand the complexities, persistence and remediation of educational inequalities. I believe that those engaged in the hard work of education worldwide – researchers, policy makers, teachers, school administrators, teacher educators, teacher candidates, and graduate students – will find this text both informative and rewarding.'

P. Taylor Webb, Professor, The University of British Columbia, Vancouver, Canada

'This important, thought-provoking book brilliantly utilises Bourdieusian theory to illuminate how inequalities are perpetuated through school practices. Social Justice Dispositions in Schools reveals how, despite commitments to making a difference, teachers are still failing at fairness. At the heart of the book lies an enduring conundrum; the gulf between teachers’ espoused values and beliefs and actual practice. But Social Justice Dispositions in Schools is also a hopeful book, revealing how social justice can move from the periphery to the centre of teaching and learning in schools.'

Diane Reay, Emeritus Professor of Education, University of Cambridge

'Social justice dispositions in schools is a timely reminder of how much difference teachers, principals and schools can make to young people’s lives. When educators hold and enact strong social justice positions in their everyday practice, their actions have the potential to enhance students’ educational outcomes. Conversely, negative dispositions can increase the educational effects of socioeconomic disadvantage, thereby explaining why attainment gaps increase as students go through school education. Taking social justice dispositions as revealed in actions, informed by Bourdieu, as a point of departure, the authors provide an original framework for understanding how injustices and inequalities are maintained. The implications for pre and in-service ongoing education are significant. The researchers’ approaches to working with classroom data with teachers offer some insights for disruptive positive interventions. Highly recommended read for researchers and educators at all levels of education.'

Barbara Comber, Emeritus Professor, University of South Australia