Access, justice and education: : two characterisations of injustice in relation to schooling

The theme of differential access to education plays a significant role in variously characterising the problem of social justice and education. It does so in concert with other key concepts and practices. This paper explores these mutually reinforcing relations and how they vary in two different analytical contexts

Available educational identities: an exploration of kinds of pupils, parents and teachers constituted through classification in the educational field

This paper considers some of the classifications and available identities of pupils, of parents and of teachers that are salient in current debates on social justice and education

Nelson Goodman’s general theory of symbols: can it help characterise some educational concerns?

Nelson Goodman was active between 1941 and the end of the century. From 1968 he was Professor of Philosophy at Harvard. He died in 1998 at the age of 92 having made contributions in the field of logic and analytical philosophy. His unremitting nominalism led to a radical constructivist or irrealist position. He was a constructivist not only in the sense of acknowledging the constitutive nature of our classifications of things, ultimately amounting to versions of the world, but also in the way that, following Carnap, he saw it as part of the responsibility of philosophy to construct robust and consistent systems of statements that serve as correctives to the logical disarray of natural language. He also took to its logical conclusions another of Carnap’s principles namely that the truth of a statement is dependent on a particular frame of reference... In this paper I consider how Goodman's analysis of the forms of reference might fruitfully be applied to some educational concerns. He identifies two main species of reference, denotation and exemplification, and two main sub-species, representation and expression. Symbols may be labels or samples. I first present his theory of notation and then the operation of labels and samples in turn and consider how we might use them to describe teaching and learning. I further apply them to explain the role that experience plays in a teacher’s professional development and how they might help to characterise the personal dimension of teaching. I then present his theory of metaphor and expression and finally suggest ways in which these and his other concepts may help theorise parental choice of school as part of a re-conceptualised theory of social practice

Elective identity, social segregation and parental choice

The problem of unequal access(to schools)arises because children from less affluent backgrounds tend to achieve lower levels of attainment partly because they attend lower performing schools. This is widely taken as conclusive evidence that children from some social groups gain access to better educational provision than do others. This conclusion is uncomfortable for political elites who legitimate the status quo as meritocratic and is a focus of criticism by those who know it is not and are concerned to enhance social justice through greater social mobility