Reimagining Just Education

Erscheinungsjahr 2026
ISBN: 978-3-0343-5938-2
Verlag: Peter Lang Group AG, International Academic Publishers

Buch, Englisch, Band 565, 356 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 542 g

Reihe: Counterpoints

In this edited book we argue that we are now involved in a struggle over the soul of educators and that means resisting the neoliberalizing policy regime that mostly governs through asserting a narrow, technicist, and individualistic definition of what it means to be a good teacher. The book represents the recent scholarship of the Pedagogies for Justice Research Group at the University of South Australia. The research reported is framed up by a critical sensibility that we understand in these terms: a skepticism toward common-sense and official knowledge; a sensitivity toward how power works on and through knowing and subjectivity; and a commitment to more socially just societies. The book focuses on three key ideas: (1) responding to the educational disengagement; (2) providing hopeful alternative accounts of socially critical pedagogies in a range of different sites; and (3) rethinking curriculum and pedagogy across the curriculum.

Autoren/Hrsg.

Weitere Mitwirkende

Hattam, Robert

Wrench, Alison

Garrett, Robyne

Über Autor(innen)

Robert Hattam is an Emeritus Professor for Educational Justice in Education Futures at the University of South Australia. His research has focused on teachers’ work, critical and culturally responsive pedagogies, policy critique, and socially just school reform.
Robyne Garrett is an Associate Professor in Education at the University of South Australia. She teaches physical education, dance, pedagogy, and research methods. Her work explores gender, embodiment, critical and arts-based pedagogies. Current projects focus on creative learning, social justice, oracy, agency, and gender in movement.
Alison Wrench is an Adjunct Senior Lecturer in Health and Physical Education (HPE) studies at the University of South Australia. Alison’s research focuses on socially-critical pedagogies in HPE, inclusion and just schooling outcomes. She also researches in-service and pre-service teacher practitioner inquiry and student led inquiry into localised health and physical activity issues ‘that matter’.