学校贫困的地点、对象和内容:从领导力的角度重新构建概念

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Power and Education Pub Date : 2023-11-28 DOI:10.1177/17577438231218377
Khalid Arar, Denise Mifsud
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引用次数: 0

摘要

人们普遍认为,贫困与教育之间的关系是双向的:穷人缺乏接受体面教育的机会, 而没有接受体面教育的机会,他们往往只能过贫困的生活(Van der Berg,2008 年)。因此,贫困作为一种 "终生和终身的状态",会发展成一种难以摆脱的自我实现的预言。我们承认 "贫困 "和 "不利条件 "这两个概念之间的相互作用,尤其是在教育这个广泛的背景下,更具体地说,是在学校领导这个概念性文件的重点中,因此,我们交替使用这两个概念,以倡导作为一个公平和公正的问题,在生活中享有充分和平等的机会。此外,我们坚定地认为,无论是在提供平等的生活机会方面,还是在向学生传授延续这种机会的责任方面,教育都是社会正义的直接贡献者(Waite 和 Arar,2020 年)。在这篇概念性评论中,我们从社会公正的视角出发,对贫困的概念提出质疑,并将其重新定义为一种 "欠特权",从而使学者、政策制定者和利益相关者参与到意义建构和行动中来,进一步扩展了社会公正的学术研究。我们试图通过描绘学生在任何时候都可能面临的风险,对与就学和教育相关的贫困进行有背景的、包容性的和问题化的重新定义。我们最终要求我们自己和我们的读者反思这个至关重要的问题:"教育的目的是什么?
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The where, who, and what of poverty in schools: Re-framing the concept from a leadership perspective
It is widely agreed that the relationship between poverty and education is bi-directional: poor people lack access to a decent education, and without the latter people are often constrained to a life of poverty (Van der Berg, 2008). Poverty as a “lifetime, and life-wide status” thus develops into a self-fulfilling prophecy that is difficult to emerge from. We acknowledge the interplay between the notions of “poverty,” and “disadvantage,” especially in the wide context of education, and school leadership more specifically, as the focus of this conceptual paper, and thus use them interchangeably in order to advocate for full, and equal opportunities in life as a matter of equity, and fairness. Moreover, we firmly regard education as a direct social justice contributor both in the provision of equal life opportunities, and in imparting students with the responsibility for the perpetration of such opportunities (Waite and Arar, 2020). In this conceptual commentary, we stretch this scholarship of social justice further by troubling the notion of poverty from a social justice lens, and redefining it as a type of “under-privilege” in order to engage scholars, policymakers, and stakeholders in meaning-making, and action. We seek to provide our contextual, inclusive, and problematized re-definition of poverty in relation to schooling, and education by portraying students to be considered at risk at any point in time. We ultimately ask ourselves, and our readers to reflect upon this quintessential question: “What is the purpose of education epitomized by?”
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来源期刊
Power and Education
Power and Education Social Sciences-Sociology and Political Science
CiteScore
1.70
自引率
9.10%
发文量
44
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