A living theory of a practice of social justice: realising the right of Traveller children to educational equality
This thesis is an articulation of my living theory of social justice that evolved through undertaking research in the area of educational provision for Traveller children. It demonstrates how my embodied values of social justice and equality compelled me to engage in social and educational practices that refused to privilege some children at the expense of minority or marginalised groups. I explain how I transformed these values into the living critical standards of judgement by which I wish my work to be evaluated. Through using a self-study approach, within an action research methodology, I was able to reflect on my practice, with a view to learning how to improve it. This process contributed to an enhancement of my personal and professional development, and enabled me to theorise my practice as a form of emancipatory education. My emergent living theory of practice, therefore, incorporates a theory of social justice that reflects an ethos of equality of respect for all. It goes beyond traditional propositional theories of justice in that it has evolved from the lived reality of social practices in an educational institution. I explain how I arrived at an understanding that a practice of inclusion is more appropriate for a living theory of justice than one of assimilation, which often seeks to deny difference, or integration, which frequently attempts to eliminate difference. A practice of inclusion that is grounded in an intercultural ethos may take account of individual differences and transcend normative institutional hegemonic structures and discourses that are grounded in a logic of domination. Through developing my living theory of social justice as equality of respect for all, and as the recognition and acceptance of diversity, I became aware of the possibility that a process of inclusion could have a greater probability of success in achieving sustainable social evolution if it originated from the marginalised space. In this context, my research could have significance for other marginalised groups, as well as for the Traveller children in whose interests the research was undertaken.
- Chapter 1 Background
- Chapter 2 Contexts
- Chapter 3 Issues of Social Justice
- Chapter 4 Methodology
- Chapter 5 Data Collection and Analysis: Phase one- My role in providing learning support
- Chapter 6 Data Collection and Analysis: Phase two- Exploring cultural issues
- Chapter 7 Data Collection and Analysis: Phase three- The after school group
- Chapter 8 Findings
- Chapter 9 Reflections on the research, its significance and potential implications
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JEAN MCNIFF'S (2010) ACTION RESEARCH FOR PROFESSIONAL DEVELOPMENT: CONCISE ADVICE FOR NEW (AND EXPERIENCED) ACTION RESEARCHERS. DORSET, SEPTEMBER BOOKS. PLEASE GO TO WWW.SEPTEMBER-BOOKS.COM FOR FURTHER INFORMATION.
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