{"title":"农村学校人员配备的社会公正方法:需要分配和承认政治来解决一个长期问题","authors":"H. Cuervo","doi":"10.2478/jped-2020-0007","DOIUrl":null,"url":null,"abstract":"Abstract The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"A social justice approach to rural school staffing: The need for a politics of distribution and recognition to solve a perennial problem\",\"authors\":\"H. Cuervo\",\"doi\":\"10.2478/jped-2020-0007\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.\",\"PeriodicalId\":38002,\"journal\":{\"name\":\"Journal of Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-06-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/jped-2020-0007\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/jped-2020-0007","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
A social justice approach to rural school staffing: The need for a politics of distribution and recognition to solve a perennial problem
Abstract The last Australian government review on rural education reveals that staffing schools continues to be a challenge. To examine this problem, the paper draws on data from semi-structured interviews with pre-service teachers undertaking rural school placement. The aim is to address rural school staffing through a bi-dimensional social justice approach by drawing on a politics of distribution and recognition. While distributive justice has always been at the centre of the problem, it is argued that a solution might also encompass a politics of recognition that puts “place” as a significant category to understand the complexities of rural staffing.
期刊介绍：
The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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