Social Justice in Educational Policy and Practice with Particular Reference to Early Childhood

Abstract

The purpose of this chapter is to raise awareness about the importance of social justice in Education, particularly in Early Childhood Education as it is in the early years that social attitudes and behavior have their foundation in the process of cultural transmission. The chapter begins by outlining the basic principles of social justice: fairness, respect, and opportunity by drawing on the philosophical theories of Rawls and Sandel. It then addresses the contexts where social injustice is most acute, viz.: gender, “race,” and social class by drawing on data from such diverse countries and territories as Scotland and Taiwan. The chapter then turns to the five main areas of Education where children’s social attitudes and behavior take shape: access to services, curriculum, hidden curriculum, pedagogy, and communication with families. It highlights the problem of access to early childhood education services and the disparity that can exist between public and private providers. By drawing on examples at the micro level from current national curriculum frameworks, it attempts to show that contemporary learning outcomes are largely inadequate in promoting social justice in a meaningful way. The chapter then maintains that both the hidden curriculum and the organization of the learning environment have a major role to play in social justice education as it is in these domains that individual teachers and child-care workers have considerable influence over what children informally learn about the social world through value-loaded discourse and the implementation of democratic critical pedagogies such as those implemented in the Nordic countries. Last but not least, the chapter underscores the vital importance of communication between families and early years settings and argues that contracts and conditions of service for early years teachers and child-care workers should be formally extended partly to persuade parents about the importance of putting the principles of social justice into practice and to engage parents in the work of the kindergarten through more meaningful interaction. In the Conclusion, the author recognizes that embracing social justice education is not without its critics but maintains that our social institutions have an important responsibility to aspire to a fairer world for all. For this reason, policy-makers and practitioners should engage in a root-and-branch reform of current early childhood practices including both initial education of teachers (and child-care workers) and continuing professional development courses.