Main Content
Session Information
07 SES 13 C JS, Unpacking The Many Meanings Of Justice In Education: Analyzing justice from multiple perspectives
Joint Symposium NW 07, NW23, NW 27
Contribution
This paper use classroom teaching and learning as a departure for discussing ways of conceptualizing justice in education. In education, features of justice - distribution of resources, empowerment and social responsibility - are often analyzed at the macro level. Equally important, however, is the way justice is enacted at the micro level throughout actual classroom teaching and learning. In this paper are we are especially interested in analyzing student engagement and access to content (Hackman 2005) as two aspects of justice in classrooms. Drawing on video recorded lessons from Finnish and Norwegian secondary mathematics classrooms (n=64) we discuss how student engagement and access to content - as two aspects of classroom justice - provide i) different lenses to justice, ii) point to specific patterns and iii) identify cultural differences concerning how justice is enacted in these classrooms. For analyzing the two aspects of justice, we used a validated observation instrument, the Protocol for Language Art Teachers Observation (PLATO), developed by Grossman (2010). Here, student engagement is operationalized into the element Classroom Discourse (CD) capturing both opportunities for student to talk and uptake of student voices in the classroom discourse. Access to content is operationalized into the two elements Intellectual challenge (IC) and Representation of Content (ROC). Our analyses suggest that while the Norwegian classrooms score medium high on the element Classroom Discourse, scores are low on both Intellectual Challenge and Representation of Content. Finnish classrooms on the other hand point to medium to high score on Representation of Content (and partly Intellectual Challenge), while low on Classroom Discourse. These differences might capture distinct patterns in the observed classrooms suggesting for example that discursive practices and student utterances (e.g. engagement) are emphasized as critical ingredients for justice in education in the Norwegian classrooms but less so in the Helsinki classrooms. On the other hand, access to content mastery (ROC and IC) were highly emphasized in the Helsinki classrooms and with much lower scores in the Oslo classrooms. Whether this represent different values and approaches with respect to justice in Finnish versus Norwegian classrooms requires further analyses. The point we will make here, with several empirical examples, is that justice at the classroom level conveys rather different operationalization, and depending on which operationalization you privilege rather different conclusion can be drawn. Thus continuously discussing how we define and operationalize justice is critical for our findings and credibility.
References
Hackman, H.W. (2005). Five Essential Components for Social Justice Education. Equity & Excellence in Education, Vol 38, pp103–109. Grossman P. (2010). Protocol for Language Art Teacher Observations (PLATO), Stanford University. Version 5.0. Palo Alto: Stanford, https://cset.stanford.edu/research/plato.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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