Political justice, schooling and issues of group identity

This article explores issues associated with schooling and political justice. Such issues are understood in light of the contention surrounding howWestern schooling contexts might best represent marginalised groups—in ways that accord them a political voice. The significance of group identity politics is explored drawing on international debates associated with ethnically segregated schooling. A postcolonial theorising of group identity highlights the ways in which segregated schooling can both support and undermine politically just representation for marginalised students. This theorising draws attention to the problematic notion of voice in linking representation to identity in reductionist ways. The arguments presented point to the significance of people and their politics, rather than their membership to a particular identity group, in pursuing equity for marginalised groups. The article argues the imperative of understanding group identity as an aspect of negotiated social practice that can be drawn on in strategic and critical ways to address matters of political injustice.

Educating for diversity and social justice

Educating for Diversity and Social Justice foregrounds the personal stories of educators who are engaging the space of schooling as a site of possibility for realizing the goals of social justice. It is a book inspired by a vision of education as a practice of freedom where young people – especially those who are marginalized – can learn that they have a voice and the power to change their world for the better. Drawing on the work of US philosopher Nancy Fraser, the book examines issues of justice and schooling in relation to three dimensions: political, cultural and economic. While its focus is on research within three Australian case study schools, the book provides an international perspective of these dimensions of justice in western education contexts as they impact on the schooling performance of marginalized students. Towards greater equity for these students, the book presents a comprehensive scaffold for thinking about and addressing issues of schooling, diversity and social justice. Through practical examples from the case study research, the book illustrates the complexities and possibilities associated with schools providing inclusive environments where marginalized voices are heard (political justice), where marginalized culture is recognized and valued (cultural justice) and where marginalized students are supported to achieve academically towards accessing the material benefits of society (economic justice).

Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice.This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's'status model' is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Schooling for self-determination through a justice politics of Indigenous representation

This paper presents data from a study of secondary school for girls, the majority of whom identify as Indigenous Australian. ‘Gamarada’ High School is located in a suburban area of Queensland (Australia) and was established to provide quality education for disadvantaged girls. The paper draws on student and teacher interview data from a broader study that was concerned with examining how the school addressed the economic, cultural and political dimensions of Indigenous girls’ disadvantage. The focus here is on issues of political justice in relation to Indigenous representation and, more specifically, how such representation at the school supports the key Indigenous equity priority of self-determination. Feminist post-colonial theories are drawn on to argue the importance of educators engaging with a politics of representation that initiates theory from the social location of Indigenous experience, reflects an anti-racist/anti-colonial agenda and recognises and values the central role relationality plays in Indigenous lives.

Schooling and social justice through the lenses of Nancy Fraser

This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three-dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice. This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's ‘status model’ is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.

Reviewing public reason: a critique of rawls' political liberalism and the idea of public reason

This article provides a critical review of Rawls' effort in Political Liberalism to construct apolitical theory of justice compatible with the fact of reasonable pluralism. Particular attention is given to the 'idea of public reason' and political liberalism's liberal neutrality. It is argued that because of its liberal neutrality, political liberalism would preclude people from endorsing at least some reasonable comprehensive views and, therefore, as a theory it lacks the necessary stability required to be as successful as Rawls claims.

Educational administration and social justice

After observing that texts in educational administration have largely failed to address the problem of the justice and fairness of social and educational arrangements, this article goes on to examine the necessary relationships between ethical leadership, community and the notion of social justice. Such relationships are argued to be necessarily political, although the field of leadership has historically seen administration as a substitute for politics. The relationship between social justice and disadvantage is examined, as are current approaches to community, choice and diversity. The importance of both redistributive and recognitional approaches to social justice is emphasized as a basis for a model of educational administration centred on the problem of the justice and fairness of social and educational arrangements.

Reconsidering institutional cosmopolitanism : global poverty and the importance of the state in international political theory

Cosmopolitan scholarship has been at the forefront of efforts to consider political structures capable of realising justice in a more robust manner than prevailing global governance arrangements. In particular, the arguments of Thomas Pogge have contributed significantly to scholarly thinking about global poverty and his scheme of 'institutional cosmopolitanism' aspires to institutionalise human rights in the structures of global governance. This essay critiques the capacity of Pogge's cosmopolitan approach to productively guide political action in relation to global poverty by questioning whether global institutions generated by human rights are sufficient to address global poverty. The argument in this essay is that a viable guide to political action which alleviates global poverty must also take account of the potential utility of the state. This essays draws upon republican ideas to contend that cosmopolitanism needs to encompass a robust account of local institutions such as the state.

Political patriotism

As evidenced by the reactions to Martha Nussbaum’s famous essay of 1996, patriotism is a contested notion in moral debate. This paper explores the suggestion made by Stephen Nathanson that patriotism might be understood as “love of one’s country”, and suggests that this phrase is misleading. It suggests that patriotism, like love, is not rational, and it fails to distinguish two kinds of object for that love: one’s cultural community and one’s political community. Accordingly, this phrase can lead to a kind of nationalism which involves chauvinism and militarism and that is, therefore, morally objectionable. The problem arises from ambiguities in the notion of “country” which is said to be the object of such love. Moreover, “love” is not the appropriate term for a relationship whose central psychological function is that of establishing an individual’s identity as a citizen. I suggest that the proper mode of attachment involved in patriotism is identification with one’s political community, and that the proper object of a patriot’s allegiance is the political community thought of without the emotional, nationalistic and moralistic connotations that often accompany the concept of community. The “political patriotism” that arises from such an attitude is sceptical of “the national interest” and does not accept that our moral responsibilities to others stop at national borders. In this way political patriotism is consistent with a cosmopolitan stance towards human rights and global justice.

Social justice in education in 'new times'

This thesis considers social justice in education in ‘new times’. To facilitate the investigation a number of research questions were pursued. These questions were: • What is meant by the label ‘social justice’? • How is social justice to be understood in contemporary terms? • Are there tensions between traditional and contemporary views of social justice? • How effective are policy developments in delivering social justice via education? • What difference do such policies make at the local level? To answer these questions a critical case analysis of a country community and one of its primary schools was carried out. Data were gathered using a variety of methods. As a researcher who was also a teacher in the school I kept a personal professional journal during 1993 and 1994. During this period I was the teacher in the school with responsibility for curriculum development related to issues of social justice. In 1994 I conducted interviews with twenty students, parents and teachers at the school in relation to social justice issues. I also interviewed the CEO of the town’s Council. A number of relevant Federal and State Government and school policy documents were consulted and an archival search of the local newspaper from 1956 to 1994 was undertaken. Statistical information from the Australian Bureau of Statistics as well as from school records was used. A number of local history books were consulted as well as the minutes of relevant school committee meetings. Contemporary social theory, more specifically the work of Anthony Giddens, provided the major methodological tool. Giddens structuration theory was selected as it provided a way of interpreting society from both macro and micro perspectives, it provided a way of studying the interconnectedness of the individual and society. In addition to this, a metaphor was used as a way of developing an understanding of the data. The river was chosen as the metaphor as it has significance to the case study community and it also provides a way of understanding interconnectedness. At an interpretive level, both social theory and moral philosophy were drawn on, including the work of Geoffrey Sharp, Anthony Giddens and Alisdair MacIntyre. A review of selected literature indicated three main areas of concern in relation to this thesis. We live in a time of constant and ongoing change, understanding how this change impacts on the lives of individuals and society is important. Such an understanding relates directly to issues of ontology. In addition it was necessary to consider schools in these ‘new times’. The literature revealed that the changes occurring in the wider society were related to the changes currently being seen in schools. Specifically this related to the increasing emphasis on economics and on individualism, emphases also reflected in the findings of this thesis. Finally the literature related to social justice was discussed, the focus here was on distributive theories of justice and the way these are reflected in programs such as the DSP. The data, as expressed in the metaphor of the flowing river, revealed dominant and marginal currents in social justice in education in ‘new times’. The dominant social group are the intellectually trained and the dominant issues were related to technology, globalisation and economic and bureaucratic rationalism. In the marginal currents we find the under-employed and the unemployed and marginal issues relating to housing, the black economy, poverty and the survival of rural communities. The data also revealed a marginal tributary running into the river. This tributary shows that social cohesion is still a part of life in ‘new times’, albeit a marginalised part. The dominant and marginal currents in social justice in ‘new times’ reveal changes at a deep cultural level. Social justice in ‘new times’ is set within the limits provided by economic rationalism. Such a position is closely linked to the rise of liberal democracy as a political ideology. A rise which has been on a global scale. This valorizes the individual as compared with the group, and the family as compared to the social whole, within the context of expanded economic groupings and markets. Such an ideological position sees the role of the state as providing the ‘legitimising muscle’ to advance the cause of individuals and their families as compared to larger social groupings. These perceptions were applied in Australia, even under a Labor Government. In this sense social justice policies in ‘new times’ are ideological, they act as a political lever to legitimate economic restructuring. They are policies designed to carry disparate groups forward and together on a common wave of economic reform. They are used to ‘sell’ economic reform as being ‘good’ for all of society. Against the backdrop of economic rationalism and liberal democratic ideals there emerges a language geared to the production of an economically viable self, self image, self identity, self esteem and self confidence. As a result, the sense of identity as ‘social’ is lost from view. This thesis argues that what is needed is a new way of looking at social justice in education. A way that reaches beyond the solutions forwarded by the political Left and the Right. It is about the development of an understanding of the way in which an assimilation of the hyper individual and the social group can result in the emergence of the socially responsible individual. This is a cultural shift that sees the individual/society dualism presented in a new way. The categories enter into a new relationship where the balance shifts away from the individual towards society. A shift to a culture where the individual’s rights and responsibilities are respected within a social whole. Such a cultural shift would result in a curriculum which would build social identity, promoted socially responsible independent thought and make space for creativity and the aesthetic. A ‘curriculum for social responsibility’ would be a socially just curriculum.

Procedural justice and Australian environment : the case of the Wonthaggi water desalination plant

Drier conditions in Australia have compelled governments to implement various projects to address current or impending water shortages. Such projects have not always been popular with the local community who are directly affected by this infrastructure, with 'procedural justice' emerging as a critical issue. This paper analyses issues of public perceptions of 'procedural justice' in implementing environmental projects in regional areas, in the context of the recently approved desalination plant in the regional Victorian town of Wonthaggi. Drawing on both qualitative and quantitative data from a survey of 316 Wonthaggi residents, we show that one of the major predictors of residents' resistance toward accepting the building of the desalination plant was explained by perceptions of procedural injustice. We further argue that inadequate attention to the particular political history of the region has compounded the sense that the plant implementation has been unfair. Attention to such political histories is vital to avoiding conflict with local stakeholders and to the successful and ethical implementation of development projects in regional areas.

Social justice in Australian education : rethinking what we know for contemporary times

In this paper I attempt two things. First I canvass the history of social justice policy in schooling and higher education in Australia, with a view to drawing out ten principles to inform a rejuvenated social justice agenda in education, facilitated at this political moment by the current Australian Government’s financial and education commitments to/for people in low socioeconomic status communities, schools and higher education. I draw primarily on what we have learned from the 1973 Karmel Report and the Disadvantaged Schools Program to which it gave rise, and on the 1990 higher education policy statement, A Fair Chance for All. I then propose three new concepts for rethinking social justice in education, which reflect a new ‘structure of feeling’ (Williams 1961) and new social capacities in contemporary times.

Damming the flow: cultural barriers to perceived ‘procedural justice’ in Wonthaggi, Victoria

 Drier conditions in Australia have compelled governments to implement projects such as the desalination plant in the South Gippsland town of Wonthaggi. The desalination plant is still under construction, but South Gippsland is already host to wind turbines and marine protected areas, reflecting public pressure to develop renewable energy sources and conserve resources. However, all projects have been met with vocal opposition. Using the desalination project as a case study, this paper will address public concerns about a perceived lack of procedural justice in implementing such projects. Drawing on data from a pilot survey of 320 residents, we argue that procedural shortcomings of the project include inattention to past political disputes in the region and to the culturally entrenched sense of division between city and country. Attention to political and cultural histories is vital to the successful and ethical implementation of projects in regional areas.

Leadership in pursuit of purpose : social, economic and political transformation

This chapter critiques the field of educational administration and leadership from a feminist perspective,. It argues that leadership should focus on social justice and this requires wider transforantive social, economic and political  change.

Recognition, resistance and reconstruction : an introduction to subjectivities and social justice

The aim of this book is to examine new forms of resistance to social injustices in contemporary Western societies. Resistance requires agency, and agency is grounded in notions of the subject and subjectivity. It is a premise of this book that new and/or reconstructed forms of subjectivity are required to challenge social relations of subordination and domination.
Subjectivity is primarily based on lived experience. While subjectivity is sometimes used to explore individualistic strategies for personal meaning, we argue that subjectivity is central to political struggles against regimes of power. Thus, understanding how subjects are constituted is important in fostering the capacity of critical reflection and social transformation.
Our aim  is to understand the relationship between subjectivity and the wider social order. The relationship between the psyche and society is one of the most challenging issues facing social theory. While there is a variety of theoretical approaches to subjectivity, those that explore the links between the subject and society are the most promising in developing strategies for resistance. In this introductory chapter, we review and interrogate what we believe are the most important theoretical approaches to subjectivity, drawing upon Marxism, critical theory, feminism, postcolonialism and post-structuralism. Our aim in this book is not to develop a new theory of subjectivities. Rather, we are more concerned with investigating how diverse subjectivities are constructed and reconstructed.