Why Adequacy Isn't Enough: Educational Justice, Positional Goods and Class Power

2021 ◽  
Author(s):  
JOSHUA KISSEL
Keyword(s):  
Educational Justice ◽  
Positional Goods ◽  
Class Power

Kapitalistische Krisen mit und ohne systemischer Herausforderung.

2016 ◽  
Vol 46 (185) ◽  
pp. 543-560 ◽  
Author(s):  
Ingo Schmidt
Keyword(s):  
World Market ◽  
Second World War ◽  
Deep Penetration ◽  
World War ◽  
Major Overhaul ◽  
Domestic Markets ◽  
Global Restructuring ◽  
Social Divisions ◽  
Class Power ◽  
Second World

This article draws on Marxist theories of crises, imperialism, and class formation to identify commonalities and differences between the stagnation of the 1930s and today. Its key argument is that the anti-systemic movements that existed in the 1930s and gained ground after the Second World War pushed capitalists to turn from imperialist expansion and rivalry to the deep penetration of domestic markets. By doing so they unleashed strong economic growth that allowed for social compromise without hurting profits. Yet, once labour and other social movements threatened to shift the balance of class power into their favor, capitalist counter-reform began. In its course, global restructuring, and notably the integration of Russia and China into the world market, created space for accumulation. The cause for the current stagnation is that this space has been used up. In the absence of systemic challenges capitalists have little reason to seek a major overhaul of their accumulation strategies that could help to overcome stagnation. Instead they prop up profits at the expense of the subaltern classes even if this prolongs stagnation and leads to sharper social divisions.

Calling Social Work to the Movement for Educational Justice

2020 ◽  
Author(s):  
Annahita Ball
Keyword(s):  
Social Work ◽  
Youth Development ◽  
Work Practice ◽  
Well Being ◽  
Social Work Practice ◽  
Valuable Insight ◽  
Educational Justice ◽  
Social Work Research ◽  
Conditions For Learning ◽  
History Of

Abstract The persistent and systemic inequities within the U.S. public education system have grave implications for children’s and youth’s outcomes, yet these inequities go far beyond academics. Marginalized and vulnerable students experience injustices across the educational system, including disproportionality in school discipline, unequal access to advanced courses, and poor conditions for learning. Social work has a solid history of addressing issues that intersect across families, schools, and communities, but the profession has had little engagement in the recent educational justice movement. As educational scholars advance a movement to address educational inequities, it will be increasingly important for social work researchers to provide valuable insight into the multiple components that make up youth development and support positive well-being for all individuals within a democratic society. This article encourages social work researchers to extend lines of inquiry that investigate educational justice issues by situating social work practice and research within educational justice and suggesting an agenda for future social work research that will advance equity for all students.

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

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