Pub Date : 2021-02-16DOI: 10.1177/1746197920981365
Sansom Milton
In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.
{"title":"Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya","authors":"Sansom Milton","doi":"10.1177/1746197920981365","DOIUrl":"https://doi.org/10.1177/1746197920981365","url":null,"abstract":"In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"18 - 34"},"PeriodicalIF":0.6,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920981365","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1177/1746197920977291
Marlana Salmon-Letelier, S. Garnett Russell
Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.
{"title":"Building tolerance through human rights education: The missing link","authors":"Marlana Salmon-Letelier, S. Garnett Russell","doi":"10.1177/1746197920977291","DOIUrl":"https://doi.org/10.1177/1746197920977291","url":null,"abstract":"Human rights education (HRE) is an emerging practice across formal and informal educational sectors worldwide. However, most literature and theory on HRE emphasize the importance of imparting knowledge about human rights. In this paper, we argue that increasing tolerance among students is a vital but understudied aspect of HRE. This paper is based on the results of a mixed methods longitudinal study conducted in three classrooms across two New York City public high schools. Our methods include a pre-/post- survey, classroom observations, and semi-structured individual and group interviews. The findings indicate that merely teaching about human rights issues is necessary but not sufficient to shift deeply embedded attitudes that contribute to the transformative nature of the human rights framework. We present tolerance as a necessary precursor to positive social change and sustainable human rights implementation.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"35 - 53"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920977291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1177/1746197920971810
I. de Groot, Jane C. Lo
In many democratic societies, schools are expected to prepare their students for participation in democratic societies. (Self)assessment frameworks, designed by scholars and curriculum developers, support the development of school initiated democratic experiences. Existing frameworks, however, are not designed to capture the interplay between the practices organized, related educational activities, and the types of aims pursued in education programs. To address this void, this paper presents an eight-sectored framework that captures the multiplicity of democratic education and participation in schools.
{"title":"The democratic school experiences framework: A tool for the design and self-assessment of democratic experiences in formal education","authors":"I. de Groot, Jane C. Lo","doi":"10.1177/1746197920971810","DOIUrl":"https://doi.org/10.1177/1746197920971810","url":null,"abstract":"In many democratic societies, schools are expected to prepare their students for participation in democratic societies. (Self)assessment frameworks, designed by scholars and curriculum developers, support the development of school initiated democratic experiences. Existing frameworks, however, are not designed to capture the interplay between the practices organized, related educational activities, and the types of aims pursued in education programs. To address this void, this paper presents an eight-sectored framework that captures the multiplicity of democratic education and participation in schools.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"211 - 226"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47886126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1177/1746197920971808
Ntimi N. Mtawa, S. Fongwa
Service–learning has, arguably, gained significant currency as a pedagogical and engagement mechanism within the broader discourse of universities and their role in community development. However, less emphasis has been placed on the human development dimensions of service–learning for community members, with the focus largely being on students’ experiential learning and other academic outcomes for the university. Though usually conceived as an integral part in university–community partnerships, community members’ role in the conception and implementation of service–learning initiatives is from a peripheral position. In this paper, we interrogate this lacuna by applying core tenets of the human development approach to document the experiences and perceptions of community members within a university–community service learning partnerships. From the analysis of qualitative data n = 22, we demonstrate that while service–learning enhances agency, it continues to operate within a historical context and contemporary political economy of South Africa, which obscure community members’ active participation and empowerment towards inclusive and sustainable valued outcomes.
{"title":"Experiencing service learning partnership: A human development perspective of community members","authors":"Ntimi N. Mtawa, S. Fongwa","doi":"10.1177/1746197920971808","DOIUrl":"https://doi.org/10.1177/1746197920971808","url":null,"abstract":"Service–learning has, arguably, gained significant currency as a pedagogical and engagement mechanism within the broader discourse of universities and their role in community development. However, less emphasis has been placed on the human development dimensions of service–learning for community members, with the focus largely being on students’ experiential learning and other academic outcomes for the university. Though usually conceived as an integral part in university–community partnerships, community members’ role in the conception and implementation of service–learning initiatives is from a peripheral position. In this paper, we interrogate this lacuna by applying core tenets of the human development approach to document the experiences and perceptions of community members within a university–community service learning partnerships. From the analysis of qualitative data n = 22, we demonstrate that while service–learning enhances agency, it continues to operate within a historical context and contemporary political economy of South Africa, which obscure community members’ active participation and empowerment towards inclusive and sustainable valued outcomes.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"69 - 84"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49394375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-21DOI: 10.1177/1746197920971811
Sicong Chen
Against the contemporary background of international and national commitments to citizenship education for social justice, this paper examines and compares the subject, aim and extent of social justice in citizenship education behind official rhetorics in Japan and China. It develops a three-dimensional framework of social justice to analyse, through mixed methods of text analysis, a set of selected authoritative documents, including official policies, national curriculum guidelines and government-authorized textbooks. The results reveal discursive divergences and convergences between the Japanese and Chinese cases. Social justice in the Japanese discourse tends to be constructed as recognitive injustice eliminable through identical treatment towards one another by individuals. By contrast, social justice in the Chinese discourse tends to be constructed as distributive justice achievable through differential treatment by the party-state. Common to the two cases is that both pay scant attention to collective actions for and the global bearing of social justice. The paper argues that the two cases similarly stop short of promoting comprehensive, transformative and global social justice education.
{"title":"The official discourse of social justice in citizenship education: A comparison between Japan and China","authors":"Sicong Chen","doi":"10.1177/1746197920971811","DOIUrl":"https://doi.org/10.1177/1746197920971811","url":null,"abstract":"Against the contemporary background of international and national commitments to citizenship education for social justice, this paper examines and compares the subject, aim and extent of social justice in citizenship education behind official rhetorics in Japan and China. It develops a three-dimensional framework of social justice to analyse, through mixed methods of text analysis, a set of selected authoritative documents, including official policies, national curriculum guidelines and government-authorized textbooks. The results reveal discursive divergences and convergences between the Japanese and Chinese cases. Social justice in the Japanese discourse tends to be constructed as recognitive injustice eliminable through identical treatment towards one another by individuals. By contrast, social justice in the Chinese discourse tends to be constructed as distributive justice achievable through differential treatment by the party-state. Common to the two cases is that both pay scant attention to collective actions for and the global bearing of social justice. The paper argues that the two cases similarly stop short of promoting comprehensive, transformative and global social justice education.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"197 - 210"},"PeriodicalIF":0.6,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971811","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42013910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-16DOI: 10.1177/1746197920971809
P. Wright, Barry Down, C. Davies
This article considers Participatory Arts and sociocultural understandings of justice and praxis through the example of Big hART, an Australian multi-award winning provider where both artists and participants – often disenfranchised and marginalised young people – co-create the work (Matarasso, 2018). Enacting social justice principles, Big hART works alongside young people to improve their life outcomes through arts practice strengthening young people’s critical capabilities by inducting them as both makers and responders to their own lives and the world around them. Drawing on three years of ethnographic research across three sites in rural and regional Australia we highlight how multidimensional and multi-modal arts-based projects contribute to young people’s lives through theorising the attributes and dimensions of twenty productive conditions and practices identified as essential for social change. These possibilities are important as when these conditions are purposefully enacted, the power of the arts for sense-making and identity development is revealed in non-formal learning spaces. Theoretically unpacking these conditions and practices and linking them with research outcomes helps build understanding of the generative power of Participatory Arts through the ways Big hART builds bridges between young people and their communities and the developmental trajectories they may take through being ‘at-promise’ rather than ‘at-risk’.
{"title":"Learning, making and flourishing in non-formal spaces: Participatory arts and social justice","authors":"P. Wright, Barry Down, C. Davies","doi":"10.1177/1746197920971809","DOIUrl":"https://doi.org/10.1177/1746197920971809","url":null,"abstract":"This article considers Participatory Arts and sociocultural understandings of justice and praxis through the example of Big hART, an Australian multi-award winning provider where both artists and participants – often disenfranchised and marginalised young people – co-create the work (Matarasso, 2018). Enacting social justice principles, Big hART works alongside young people to improve their life outcomes through arts practice strengthening young people’s critical capabilities by inducting them as both makers and responders to their own lives and the world around them. Drawing on three years of ethnographic research across three sites in rural and regional Australia we highlight how multidimensional and multi-modal arts-based projects contribute to young people’s lives through theorising the attributes and dimensions of twenty productive conditions and practices identified as essential for social change. These possibilities are important as when these conditions are purposefully enacted, the power of the arts for sense-making and identity development is revealed in non-formal learning spaces. Theoretically unpacking these conditions and practices and linking them with research outcomes helps build understanding of the generative power of Participatory Arts through the ways Big hART builds bridges between young people and their communities and the developmental trajectories they may take through being ‘at-promise’ rather than ‘at-risk’.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"54 - 68"},"PeriodicalIF":0.6,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971809","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48693060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-23DOI: 10.1177/1746197920971792
D. Polk, Madison A. Pollino
Young South Africans who live in contexts of poverty face many challenges and obstacles in their attempts to rise out of their circumstances. However, adding support in the form of well-being teams who take ownership of promoting well-being may facilitate resilience and serve an important supportive function. Four different well-being teams participated in a focus group interview. They consisted of teachers, learners, parents, and a mixed group. The theory of positive communication provided a framework to understand the themes that emerged. Therefore, in an effort to level the playing field for these young South Africans, the educational system should create more spaces that enable and facilitate learning and that promote positive communication.
{"title":"Communities as asset: Using positive communication to enhance the holistic well-being of South Africans","authors":"D. Polk, Madison A. Pollino","doi":"10.1177/1746197920971792","DOIUrl":"https://doi.org/10.1177/1746197920971792","url":null,"abstract":"Young South Africans who live in contexts of poverty face many challenges and obstacles in their attempts to rise out of their circumstances. However, adding support in the form of well-being teams who take ownership of promoting well-being may facilitate resilience and serve an important supportive function. Four different well-being teams participated in a focus group interview. They consisted of teachers, learners, parents, and a mixed group. The theory of positive communication provided a framework to understand the themes that emerged. Therefore, in an effort to level the playing field for these young South Africans, the educational system should create more spaces that enable and facilitate learning and that promote positive communication.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"85 - 100"},"PeriodicalIF":0.6,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920971792","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43151247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1746197919844716
M. Ferguson
The establishment of international colleges in public universities has been part of a deliberate national strategy to modernize higher education in Thailand since the 1990s. These colleges use English as the medium of instruction, employ many international faculty, and promote more Western approaches to teaching and learning such as student-centered education. In addition, international colleges have served a more symbolic role. They serve as markers of civilization and sophistication, a symbol to be cultivated for the purpose of elevating one’s status in an already deeply divided Thai society. This narrative case study aims to situate Thailand’s first public university international college in a long-standing historical framework characterized by paradoxes and prejudices deeply rooted in Thai society. Stories are collected from members of the executive leadership of the college. It is argued that the themes emerging from the leadership narrative are consistent with the historical framework.
{"title":"International colleges and the cultivation of social capital in a divided Thailand: A narrative study of leadership perspectives at a Bangkok-based campus","authors":"M. Ferguson","doi":"10.1177/1746197919844716","DOIUrl":"https://doi.org/10.1177/1746197919844716","url":null,"abstract":"The establishment of international colleges in public universities has been part of a deliberate national strategy to modernize higher education in Thailand since the 1990s. These colleges use English as the medium of instruction, employ many international faculty, and promote more Western approaches to teaching and learning such as student-centered education. In addition, international colleges have served a more symbolic role. They serve as markers of civilization and sophistication, a symbol to be cultivated for the purpose of elevating one’s status in an already deeply divided Thai society. This narrative case study aims to situate Thailand’s first public university international college in a long-standing historical framework characterized by paradoxes and prejudices deeply rooted in Thai society. Stories are collected from members of the executive leadership of the college. It is argued that the themes emerging from the leadership narrative are consistent with the historical framework.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"227 - 242"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919844716","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1746197919833373
Anneke Meester-van Laar, GD Bertram-Troost, J. Hoogland, D. D. De Ruyter
Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.
{"title":"What’s the problem? Investigation of Dutch policy statements in search of causes of stagnating citizenship education","authors":"Anneke Meester-van Laar, GD Bertram-Troost, J. Hoogland, D. D. De Ruyter","doi":"10.1177/1746197919833373","DOIUrl":"https://doi.org/10.1177/1746197919833373","url":null,"abstract":"Based on the findings of the International Civic and Citizenship Education Study, the International Association for the Evaluation of Educational Achievement notes in 2010 that the development of citizenship education is stagnating. In response to this stagnation, some countries, including the Netherlands, are tempted to act more prescriptively in matters of citizenship education. Prior to and in the interest of the search for a solution, we think it is first and foremost important to gain insight into the extent to which the Dutch policy on citizenship education itself contributes to the stagnation. Reconstruction of the policy theory (as a part of document analysis) is used as a method to analyse the various policy statements. Our analysis demonstrates that there are sufficient indications to state that what the Dutch government wants and why is unclear and that there are specific normative beliefs underlying the policy which may conflict with beliefs of the implementers. We assume that the indicators found are not conducive to enable or motivate school leaders to implement the policy as desired by the government.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"197 - 212"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919833373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.1177/1746197919852564
Christina Hajisoteriou, P. Angelides
The literature portrays globalisation as a ‘Janus-like phenomenon’, implying that it has two ‘heads’ like the mythical giant Janus; beyond the rise of hyber-liberalism, xenophobia and socio-economic inequity, globalisation has also humanistic and democratic elements. In this context, a global agenda of social justice and equity of educational opportunity appears to be counteracted by global discourses of neoliberalism, which are embedded in international performance indicators, and international tests and scores. Apparently, teachers in the era of globalisation are assigned with diverse, and often ‘unbalanced’, social and professional roles. In such a context, this article aims to address the following question: What roles are teachers called to play in the epoch of globalisation? In this article, we acknowledge that global preoccupation with efficiency and performance has contributed to the development a managerialist model of education causing the de-professionalisation of teachers. Such model has in turn restricted teachers’ opportunities to mediate social justice. Nonetheless, what we conclude is that teachers are not ‘trapped’ in a trade-off between efficiency and equity. Even if we accept that neoliberalism is an inevitable top-down policy framework, neoliberal settings can still provide spaces for teachers to act as democratic agents by developing autonomous, active and collegial professional identities. However, this article concludes that teachers working in solidarity in local/global coalitions may counteract the hegemony of neoliberalism by bringing bottom-up structural transformation towards social justice, equity and diversity recognition.
{"title":"Efficiency versus social justice? Teachers’ roles in the epoch of globalisation","authors":"Christina Hajisoteriou, P. Angelides","doi":"10.1177/1746197919852564","DOIUrl":"https://doi.org/10.1177/1746197919852564","url":null,"abstract":"The literature portrays globalisation as a ‘Janus-like phenomenon’, implying that it has two ‘heads’ like the mythical giant Janus; beyond the rise of hyber-liberalism, xenophobia and socio-economic inequity, globalisation has also humanistic and democratic elements. In this context, a global agenda of social justice and equity of educational opportunity appears to be counteracted by global discourses of neoliberalism, which are embedded in international performance indicators, and international tests and scores. Apparently, teachers in the era of globalisation are assigned with diverse, and often ‘unbalanced’, social and professional roles. In such a context, this article aims to address the following question: What roles are teachers called to play in the epoch of globalisation? In this article, we acknowledge that global preoccupation with efficiency and performance has contributed to the development a managerialist model of education causing the de-professionalisation of teachers. Such model has in turn restricted teachers’ opportunities to mediate social justice. Nonetheless, what we conclude is that teachers are not ‘trapped’ in a trade-off between efficiency and equity. Even if we accept that neoliberalism is an inevitable top-down policy framework, neoliberal settings can still provide spaces for teachers to act as democratic agents by developing autonomous, active and collegial professional identities. However, this article concludes that teachers working in solidarity in local/global coalitions may counteract the hegemony of neoliberalism by bringing bottom-up structural transformation towards social justice, equity and diversity recognition.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"274 - 289"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919852564","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45553387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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