This article is an attempt to make an empirical contribution to a more grounded model
of thinking about justice. It focuses on the work of one practitioner working in an
inner-London local education authority with a remit relating to the achievement of
‘African-Caribbean’ students. In describing the challenges that
she faces in the course of her work and how she responds to them, we want to
illuminate the contribution that this kind of practice-focused analysis can make to
understandings of what social justice is, how tensions in social justice arise, and
how they might be responded to.
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and
Gewirtz, S.
(2003) ‘Towards a sociology of just practices:
an analysis of plural conceptions of justice’, in
C. Vincent
(ed.) Social Justice, Education and Identity.
London: Routledge
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Fraser, N.
(1997) Justice Interruptus.
New York: Routledge
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3.
Gewirtz, S.
(2005)
‘Towards a contextualised analysis of social justice in education’
, Educational Philosophy and Theory, forthcoming.
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Lewis, G.
(1998) ‘Welfare and social construction of
“race”’, in
E. Saraga
(ed.) Embodying the Social: Constructions of Difference.
London: Routledge
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Rampton, A.
(1981) Great Britain Committee of Inquiry into the Education
of Children from Ethnic Minority Groups: West Indian Children in our
Schools,
London: HMSO
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Swann, M.
(1985) ‘Education for all’: Final Report
of the Committee of Inquiry into the Education of Children from Ethnic Minority
Groups.
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Princeton, NJ: Princeton University Press
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