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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.
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Educational philosophy and theoryVolume
46Issue
3Article number
3Pagination
311 - 323Publisher
RoutledgeLocation
Abingdon, Eng.Publisher DOI
ISSN
0013-1857eISSN
1469-5812Language
engPublication classification
C Journal article; C1.1 Refereed article in a scholarly journalCopyright notice
2012, Philosophy of Education Society of AustraliaUsage metrics
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