Intersectionality and Social Space: Educational Justice in Deprived Schools

Autor/inn/en	Bremm, Nina; Racherbäumer, Kathrin
Titel	Intersectionality and Social Space: Educational Justice in Deprived Schools
Quelle	In: Improving Schools, 21 (2018) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480217749005
Schlagwörter	Disadvantaged Schools; Equal Education; Educational Opportunities; Talent; Social Justice; Foreign Countries; Inclusion; Social Differences; Outcomes of Education; Educational Attainment; Overachievement; School Segregation; Educational Theories; Teaching Methods; Elementary Secondary Education; Germany + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Begabung; Hochbegabung; Soziale Gerechtigkeit; Ausland; Inklusion; Sozialer Unterschied; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	Drawing upon a broad concept of inclusion, the first section of this article is dedicated to a critical discussion of the principle of "equal opportunities," which currently dominates the social justice discourse in Germany. Specifically, this section examines how far this principle, which focuses on the role of the individual in socially unequal educational outcomes, could itself contain elements which reinforce inequality. It examines two versions, "talent-based" and "attainment-based." In the second section, this article discusses, from an intersectional perspective, how cumulative disadvantages in segregated social environments can increase inequalities in the educational participation and attainment of school pupils. The third section points to areas for action that have a real potential to address inequalities in the German school system. It draws on observations and findings which are grounded in the theory of justice and that emerge from cases of "overperforming schools in segregated environments." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01