Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability

Conference paper

Burnett, Bruce and Lampert, Joanne. (2016). Reframing social justice : Tensions experienced by novice teachers in an era of high-stakes accountability. 2016 Annual Meeting of the American Educational Research Association. Washington, D.C., United States of Amreica 08 - 12 Apr 2016 American Educational Research Association. pp. 1-8

Publication dates
Authors	Burnett, Bruce and Lampert, Joanne
Type	Conference paper
Abstract	This paper focuses on specific tensions in relation to social justice and education, addressing the research question: How do early career teachers within high poverty schools reconcile their beliefs about social justice in the light of recent pressures put upon them to produce test-based outcomes for their students? The paper is underpinned by research on teacher education targeting poverty (Cochran-Smith & Zeichner, 2005) as well as critical analyses of what is now counted as equity and social justice, and how these changes are measured and re-articulated (Lingard, Sellar and Savage 2014). The theoretical positioning of the paper situates equity/social justice as mediated by a range of social, cultural and organizational contexts within high poverty schools.
Year	2016
Publisher	American Educational Research Association
Publisher's version	License All rights reserved File Access Level Controlled
Page range	1-8
Output status	Published
Online	2016
Publication process dates
Deposited	03 Dec 2021

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