Social justice dispositions informing teachers' pedagogy in advantaged and disadvantaged secondary schools (ARC Discovery Project administered by Deakin University) (2013–2015)
Abstract:
This research expands understanding of social justice dispositions informing teaching practice in advantaged
and disadvantaged secondary schools. It explores how these dispositions emphasize different practices for
teachers in different contexts. Dispositions are revealed through interrogation of official school/system
accounts of social justice and stimulated recalls/reflections of teacher practice, analyzed from critical
sociological and cultural-historic psychological perspectives. Significantly, it addresses how educational
advantage and disadvantage are enacted, not just accrued, at a time when the gap between them is
widening. It contributes new conceptual tools for transforming social justice research, policy and teaching
practice.