Social justice and school improvement: improving the quality of schooling in the poorest neighbourhoods
Social justice and school improvement: improving the quality of schooling in the poorest neighbourhoods
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社会正义和学校改善：提高最贫困社区的学校教育质量
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
R. Lupton
中科院分区：
文献类型：
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作者：
R. Lupton
教育中的社会公正至少要求所有学生都应获得同等质量的教育过程，即使其结果是不平等的。然而，最贫困社区的学校一直被判定提供的教育质量低于较贫困地区的学校。基于四所这样的学校的定性研究，本文探讨了他们经营的环境和提供的教育质量之间的联系。它的结论是，高度贫困的情况下施加向下的压力，质量和一贯的高水平的质量在学校在最贫困的社区需要保证的政策措施，改变他们的情况下，或通过更多的资金，提高他们的组织能力，以应对。如果管理主义政策试图通过解决管理人员和工作人员的绩效来改善学校，而不承认这种绩效发生的背景，那么社会正义就不会实现。
Social justice in education demands, at the very least, that all students should have access to the same quality of educational processes, even if their outcomes turn out to be unequal. Yet schools in the poorest neighbourhoods are consistently adjudged to provide a lower quality of education than those in more advantaged areas. Based on a qualitative study of four such schools, this article explores links between the contexts in which they were operating and the quality of education provided. It concludes that high-poverty contexts exert downward pressures on quality, and that consistently high levels of quality in schools in the poorest neighbourhoods need to be assured by policy measures that alter their context or, through greater funding, improve their organisational capacity to respond. Social justice will not be achieved by managerialist policies that seek to improve schools by addressing the performance of managers and staff, without a recognition of the context in which this performance takes place.