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Towards an Education for Social Justice

Ethics Applied to Education


Edited By Tony Cotton

This book challenges educators to envisage an education system which sees as its goal a more socially just world. It explores the question of how education, both formal and informal, can positively impact on all pupils’ life chances and life experiences.
The contributors to the book take the view that access to an equitable education for all is a necessary condition for the advancement of social justice; indeed the book argues that social justice cannot be achieved except through education. The authors suggest that it is the responsibility of educators to support the advancement of the millennium development goals including the achievement of universal primary education and the promotion of gender equality and the empowerment of women.
The authors in this collection explore a range of case studies and offer evidence for the ways in which education has proved detrimental to the advancement of social justice. More importantly they point to ways in which our global education system can be developed to meet the requirements of a socially just society.


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Notes on Contributors


Kate Ala’i is a Research Assistant at the Science and Mathematics Edu- cation Centre at Curtin University of Technology, Perth, Australia. She has a Bachelor of Arts degree with majors in Ethics and Sociology from Queensland University of Technology. Her current interest is the field of learning environments and the application of ethics in education systems. Kate has participated in a number of research projects including: the ‘Learn- ing Environments, Attitudes, Self-Belief and Achievement’ study; ‘Socially- Responsible Mathematics Education’; a ‘School Climate’ study; and the ‘Students and Teachers as Action Researchers’ project. She has collabo- rated with Bill Atweh and Derek Bland on several publications, including ‘Engagement in school reform: Preparing young people to conduct research in the middle years’ (International Journal of Inclusive Education); ‘Young people, imagination and re-engagement in the middle years’ (Improving Schools); ‘Socially response-able mathematics education: Implications of an ethical approach’ (Eurasia Journal of Science and Technology); and ‘Training young people as researchers to investigate engagement and disengagement in the middle years’ (International Journal of Inclusive Education). Bill Atweh is an Associate Professor of Mathematics Education at the Science and Mathematics Education Centre at Curtin University of Tech- nology, Perth, Australia. His research interests include sociocultural aspects of mathematics education and globalization, the use of action research for capacity building and critical and socially responsible mathematics edu- cation. His publications include: Action research in practice (Routledge); Research and supervision in mathematics and science education (Erlbaum), Sociocultural research on mathematics education (Erlbaum); and Internation- alisation and globalisation...

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