The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies. This book is an argument for equity and inclusion in education based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Securing equity is fundamental to government policy in England - it is at the heart of Every Child Matters and underpins the Children's Strategy. A key issue for education policy and practice in England is the disparity between excellence and equity - in essence, England has the longest tail of under achievement of any country in Western Europe. However, this problem is not limited to wide disparities in educational performance. In the 2007 UNICEF Report 'The wellbeing of children in rich countries' the UK came at the bottom of the international league table. There are numerous examples of how a wide range of variables can compromise a child's life chances, wellbeing and opportunities. At present, the design and delivery of the education system can be seen to reinforce these negative factors rather than seek to explicitly address them. Countries that combine excellence with equity and where young people experience high levels of wellbeing tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.
Show moreThe aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies. This book is an argument for equity and inclusion in education based on a model of social justice which is grounded in relationships and learning rather than policies and structures. Securing equity is fundamental to government policy in England - it is at the heart of Every Child Matters and underpins the Children's Strategy. A key issue for education policy and practice in England is the disparity between excellence and equity - in essence, England has the longest tail of under achievement of any country in Western Europe. However, this problem is not limited to wide disparities in educational performance. In the 2007 UNICEF Report 'The wellbeing of children in rich countries' the UK came at the bottom of the international league table. There are numerous examples of how a wide range of variables can compromise a child's life chances, wellbeing and opportunities. At present, the design and delivery of the education system can be seen to reinforce these negative factors rather than seek to explicitly address them. Countries that combine excellence with equity and where young people experience high levels of wellbeing tend to be societies with a commitment to social justice, equity and inclusion. There is an increasing recognition that long term educational and social reforms have to focus on issues around social justice if they are to be more than palliative responses. The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.
Show moreIntroduction
Chapter 1: Setting the scene
Chapter 2: Wellbeing and social justice
Chapter 3: Vulnerable children
Chapter 4: Discrimination and stereotypes
Chapter 5: Health and balance
Chapter 6: Physical activity and Emotional
health
Chapter 7: Happiness and learning
Chapter 8: Inclusive practice
Chapter 9: Community and family
Chapter 10: Positive role models
Chapter 11: Implications for leadership
Afterword
References
Index
The aim of this book is to find a paradigm that can be used to achieve greater social fairness, by finding individual/local solutions still in line with national policies and strategies.
Laura Chapman has worked in the disability field since leaving university. She is a specialist in education, training all types of educational staff in disability equality and inclusion. She has become increasingly active in the development of material relevant to the early years sector, leadership development and community renewal. Professor John West-Burnham is a writer, teacher and consultant in education leadership with a particular interest in leadership learning and development, and learning in schools and communities. He has been a school teacher, teacher trainer and education officer, and has held posts in five universities. He is Professor of Educational Leadership at St Mary's University College, Twickenham. John is the author or editor of 23 books and he has worked in 21 countries.
‘This is a book which will stimulate debate, disagreement and the
questioning of personal positions, and for that reason I would
imagine that it could be used fruitfully with undergraduate or
Masters-level students of education.... [and] contains stimulating
insights and advances a strong point of view... The book has eleven
chapters, and these deal successively with topics such as
marginalization, discrimination, health and balance, the
relationship between physical activity and emotional well-being,
and happiness'
*ESCalate*
"A wide variety of research and other studies is referenced
throughout the book, with key messages for practitioners
indicated."Aspect Improvement
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