Social justice in education essays
Simply put, what are important are principles that are agreed upon by individuals, rather than having a preset notion of the good. It exists when all people share a common humanity and therefore have a right to equitable treatment, support for their human rights, and a fair allocation of community resources.
Structural Models Normative Assessment Descriptive statistics and zero-order correlations among variables are reported in Table 2A. This relationship was indeed explained by the beliefs that such an assessment relies on an equity principle, one of the principles founding meritocracy Son Hing et al.
The meritocratic ideology implies that rewards are allocated equitably, based on individual motivation, talent and hard work Son Hing et al.
A possible extrapolation, and a suggestion for future research, is that the idea of a selection operated by educational institutions maintains social inequalities in the access to scholastic and professional opportunities.
Importance of social justice in education
Practitioners grapple with teaching social justice to children. Given the multiple covariance, we decided to remove it, which improved the fit BIC of Social justice, for them, is underpinned by the dominant discourses predominant in society that oppress and marginalize certain people. The distinction between the two is that a functioning is the actual achievement, whereas the capability is the opportunity to achieve the action. Some historical and sociological analyses have proposed that normative assessment through testing and competitive examinations is rooted in traditions, methods, conceptions of knowledge and standards that serve the dominant groups Wilbrink, ; Delandshere, ; Leathwood, ; Carson, These different principles of justice would make them more or less suitable to perform the selection and the educational function. Firstly, we hypothesize that believing in the function of selection should be positively associated to the support for normative assessment practices. Rawls, , p. It exists when all people share a common humanity and therefore have a right to equitable treatment, support for their human rights, and a fair allocation of community resources. Material and Procedure Participants were first asked to imagine that they were secondary school teachers and, to commit them to this role-play, they had to list their supposed daily activities as a teacher. Again, the ways in which policy analysts consider how to rectify inequitable social arrangements differ drastically. In this article, we focus on the perceived functions of educational institutions and the assessment practices enacted in these institutions. This educational function is perceived as a way to foster social mobility Bowen et al. Lower status students experience a mismatch with the norms and culture promoted in educational institutions Stephens et al.
The perceived reliance of normative assessment on the equity principle would explain why this method seems highly relevant to enact the function of selection. Consequently, we conducted separate analyses on the functions of education, the perception of normative assessment and the perception of formative assessment.
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